PENMANSHIP 

TEACHING AND 
SUPERVISION 

LETA SEVERANCE HILES 







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GopyrightN?—_ 



COWKIGHT DEPOSE 













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PENMANSHIP 


Teaching and 
Supervision 




PENMANSHIP 

Teaching and 
Supervision 


BY 

LETA SEVERANCE ,HILES 

Supervisor of Penmanship 
Long Beach, California 


Jesse Ray Miller 

3474 UNIVERSITY AVENUE 
LOS ANGELES 


LB \s°io 

.Has' 


Copyright 1924, by Jesse Ray Miller 


FIRST PRINTING 
APRIL, 1924 



Printed in the United States of America 
Press of Jesse Ray Miller 
Los Angeles 


APR 28 24 


CONTENTS 


CHAPTER 

I The Penmanship Problem ... 9 

The Commercial Factor — The Educational Factor — 
Educational Value. 


II Fundamentals Concerned in the Problem IS 

Physical Training Phase — Correct Posture — Correct 
Movement — Visualization of Letter Forms — Prac¬ 
tice — Application of the Correct Habits to Daily 
Requirements. 


Ill The Generally Accepted Solution: 

Muscular Movement ... 43 

Conservation of Health a Prime Factor in the Solu¬ 
tion — Economy of Time a Result of the Solution. 


IV Preparation of the Teacher . . . 51 

The Technique of the Subject—The Ability to Se¬ 
cure Results—The Penmanship Perspective. 


V Suitable Equipment and Materials . 61 

Text — Blackboard and the Use of It — Paper — 

Folders — Pencil — Pen — Penholder — Blotter — 

Ink — Economy in the Use of Material. 


CONTENTS 


VI Some Workable Suggestions ... 72 

How to Study — How to Move and Slant the Pa¬ 
per — Blackboard Work of the Pupils — Name Cartfs 
—Figures — Alphabet — Endurance Tests — Objec¬ 
tives in Good Writing Habits — Progress Lesson — 
Segregation — Line Quality — Samples — Prepara¬ 
tion for the regular Visit of the Supervisor — Count¬ 
ing — Use of the Timepiece — Awards — Use of 
Standard Penmanship Tests. 


VII Suggestions for the Grades, Junior and 

Senior High Schools ... 85 

A General Not a Specific Plan — First Grade — Sec¬ 
ond Grade — Tbird Grade — Fourth Grade — Fifth 
Grade — Sixth Grade — Seventh Grade — Eighth 
Grade — Junior High School — Senior High School. 


VIII Supervision and the Penmanship Su¬ 
pervisor .113 

Supervision in the Past — Function of the Supervis¬ 
or — Leadership a Prime Qualification — Personality 
a Necessary Qualification — Broad Preparation Indis¬ 
pensable to the Supervisor — Continual Preparation 
Essential — Rating — The Best Qualified Supervisor. 


Bibliography ....... 123 


Index . 


126 


INTRODUCTION 


Reading, writing, and arithmetic have for long 
been looked upon as the fundamentals in educa¬ 
tion. And in very truth they are. Altogether too 
little attention has been given the expression of 
thought involved in the study of any school sub¬ 
ject whether such expression takes the form of 
oral or written language. In fact, many failures 
in school and misunderstandings in actual life are 
due to inability to properly interpret text, read 
intelligently, or speak correctly. 

No small part of this entire problem, especially 
when applied to grade pupils, is the mechanical 
or penmanship side. Everywhere there is criti¬ 
cism, on the part of teachers and parents, of the 
quality of the pupils’ writing. In many instances 
the process is a slow and laborious one. The bod¬ 
ily positions assumed by pupils during the opera¬ 
tion of writing are harmful. The effort frequently 
results in an illegible scrawl. Too often, little 
or no attention is given penmanship in the grades 
and consequently boys and girls go through life 
laboring under a serious handicap. 

In the following pages an attempt is made to 
bring definitely and concisely before educators 


8 


PENMANSHIP 


the fundamental facts necessary to secure legi¬ 
bility and rapidity in penmanship, without caus¬ 
ing strain of eye or cramp of hand. The treat¬ 
ment of the subject is simple and direct. The dis¬ 
cussion of the problem of penmanship is followed 
by a consideration of the essentials necessary to 
the establishment of a habit that shall result in 
good penmanship. The materials necessary are 
taken up in detail. The teacher’s preparation is 
dwelt upon. Workable suggestions are given a 
place. One chapter deals with the minimum re¬ 
quirements for all and the closing chapter dis¬ 
cusses supervision. 

The entire work is based upon an extended ex¬ 
perience with pupils and teachers. Every sugges¬ 
tion and direction has been worked out in actual 
practice. The volume has been prepared in re¬ 
sponse to continued requests from teachers, prin¬ 
cipals, and superintendents who desire explicit 
directions that can be used to supplement any 
system of muscular movement penmanship. 

The author wishes to express her gratitude to 
the hundreds of teachers, scattered throughout 
several states in the Union, to whom she has had 
the privilege of offering instruction and from 
whom helpful suggestions have come. 

L. S. H. 


Chapter One 

THE PENMANSHIP PROBLEM 


THE COMMERCIAL FACTOR 

We are living in a practical age. Every insti¬ 
tution of worth points to the truth of this state¬ 
ment. Of every plan advanced the query comes, 
“Will it stand a practical test?” We are con¬ 
stantly experimenting with, and adopting, new 
methods, and those in force today may be dis¬ 
placed tomorrow as being behind the spirit of the 
time. It is only natural that the commercializa¬ 
tion of penmanship should take place. 

When a business man is asked what qualifica¬ 
tion counts most in employing clerks he is very 
apt to say, “Other things being equal, the good 
writer gets the place.” Henry Clews, the Wall 
Street banker, frankly states that the beginning 
of his successful career may be traced-to good 
penmanship. 

A letter of application for a position is not 
judged by school room standards, but by business 
standards. These two sets of standards should 




10 


PENMANSHIP 


be in harmony. An educator of authority finds 
that “there is little contention as to the function 
the child is to serve when he becomes part of the 
world in which he shall eventually find himself. 
Our methods as practiced however, would hardly 
be recognized as having any foundation in the 
thought for future citizenship.” Think of the 
vast army of boys and girls who leave the elemen¬ 
tary school at an early age to earn a livelihood. 
These should be given the best practical equip¬ 
ment. 

To be sure, there are those who cite instances 
of great men whose handwriting is almost un¬ 
readable, and argue that point in favor of allow¬ 
ing all public school pupils to be poor writers. 
Common sense teaches us that it is unwise to bur¬ 
den ourselves with an unnecessary handicap. 

Others will say that it is not worth while, as 
every one will use a typewriter upon entering the 
commercial world. Only a certain proportion 
will enter the world of commerce, and a majority 
of those who do enter tell us that they have as 
much work to do with pen or pencil as on the 
typewriter. 

The initial drafts of the majority of all impor¬ 
tant documents are usually written with the pen. 
We have the word of many an author that an at- 


THE PENMANSHIP PROBLEM 


11 


tempt to dictate the first draft results disastrously 
to the content of the manuscript. We therefore 
infer that in matters of importance the use of the 
mechanical device is not conducive to the best 
composition. The typewriter is of great conven¬ 
ience after the first draft has been revised. 

THE EDUCATIONAL FACTOR 

Again, would it not be vastly worth while, even 
for school purposes alone, to learn rapid, easy 
and legible hand-writing, since a majority of pu¬ 
pils spend nine years in the elementary and jun¬ 
ior high schools? A good percentage finish high 
school and many pursue a college career for four 
years. What an asset good easy writing is in 
school and college! Every pupil owes it as a duty 
to himself and to his instructors to express him¬ 
self legibly on paper. 

Finally, while its worth cannot be fully esti¬ 
mated, good writing is eagerly sought and its pos¬ 
sessor finds it ever a ready servant and valued 
friend. We should strive for usable knowledge. 
In McMurray’s How To Study we learn that 
“It is a part of one’s work as a student, therefore, 
to plan to turn one’s knowledge to some account; 
to plan not alone to sell it for money, but to use 
it in various ways in daily life.” 


12 


PENMANSHIP 


EDUCATIONAL VALUE 

Perhaps the most widely recognized educa¬ 
tional value of good penmanship would come un¬ 
der the head of utility. Pleasing angles, graceful 
curves, uniformity, and clear strong lines appeal 
alike to all. From the attitude taken by many ed¬ 
ucational folk, relegating this subject in the cur¬ 
riculum to the background, we might think that 
they prefer illegible writing. Yet frequently these 
are the very persons who are heard to complain 
the loudest and longest over poorly written test 
papers and unreadable letters from friends. 

Muscular movement penmanship may be util¬ 
ized to advantage in school and out. In the first 
place it saves the pupils’ time and physical energy 
in execution and the teachers’ time and energy in 
interpreting. In the second place it is most em¬ 
phatically demanded by the world that many of 
these pupils will enter upon leaving school. Par¬ 
ents draw their conclusions, many times, regard¬ 
ing the quality of work in the school largely from 
the appearance of written work. 

Pupils who have persistently followed the drill 
until it has influenced their actual writing will 
soon realize their power: here is the evidence on 
paper, the measure of the effort put forth. They 


THE PENMANSHIP PROBLEM 


13 


have conquered both mentally and physically. 
Will not the confidence established in their own 
ability be of value to them in mastering other sub¬ 
jects? What gives more pleasure, self-respect 
and encouragement to persevere than the con¬ 
scious knowledge of skill? This consciousness of 
power and skill is a tremendous educational force 
and one that should receive constant recognition 
with reference to penmanship. 

Many are the pupils who have great difficulty 
in gaining book lore, but who find the manual 
arts attractive. To such the consciousness that 
they can do even one thing well is a powerful in¬ 
ducement toward the mastery of something less 
attractive. 

Pupils learn before they finish the elementary 
school that proper conventions must be observed 
in order to preserve social order and relations. 
When these conventions are overlooked to a great 
extent in writing, pupils are not gaining the most 
that the subject has to teach them. When irregu¬ 
larities become noticeable a check should be 
placed; otherwise the habit will become strong 
enough to be of great hindrance in later life. In no 
subject can a tendency to tear down conventions 
be discovered more easily than in penmanship 
and nowhere can we better impress upon pupils 


14 


PENMANSHIP 


the desirability of obeying, to a reasonable degree, 
the conventional lines which all social beings are 
bound to recognize. 

Who cannot recall at least one “bad boy” who 
has been completely reformed by some one of the 
manual arts? Muscular movement penmanship 
has many such to its credit. Teachers and super¬ 
visors are called upon quite as much to reform as 
to form and inform. 


Chapter Two 


FUNDAMENTALS CONCERNED IN THE 
PROBLEM 


THE PHYSICAL TRAINING PHASE 

Pupils who are apt at athletics will easily rec¬ 
ognize the purpose of muscular movement pen¬ 
manship. They will draw upon former experi¬ 
ences in the field or gymnasium and compare the 
value of relaxation, good posture, rhythm, and 
continuity of movement. They will recognize that 
the same laws of control govern Indian club 
swinging, field sports, and penmanship. They 
will appreciate the fact that to obtain good re¬ 
sults with the pen they must follow with military 
precision the directions of the leader. Interest 
will be doubled when pupils really find them¬ 
selves. Many pupils obey the laws of correlation 
naturally, and through their athletics they gain 
control of the muscular adjustment that operates 
in the process of writing. 

Adult learners of muscular movement fre¬ 
quently have more difficulty in relaxing com- 


16 


PENMANSHIP 


pletely than do younger pupils. Often with 
adults the habit of bodily relaxation has not been 
developed along with other habits, and therefore 
muscular tension prevails. A leading criticism on 
Americans is that we never relax. 

James says: “It is your relaxed and easy work¬ 
er who is in no hurry and quite thoughtless most 
of the while of consequences who is your efficient 
worker; and tension and anxiety, present and fu¬ 
ture, all mixed up together in our mind at once, 
are the surest drags upon steady progress.” 

The mind must be concentrated upon the re¬ 
laxation of the muscles in order to get the best 
results. As writing is feeling passed through 
thought and fixed in form, it is very important in 
writing that the mind help make the muscles to 
make movements, just as it helps them to relax. 
By putting the muscles in a workable condition 
at the beginning of each lesson, great improve¬ 
ment in muscular response will be observed. 
Muscular relaxation must be considered seriously 
if we would make real progress in muscular train¬ 
ing. We all know how cramped and tremulous 
the letters are when they are written by a hand 
that is under nervous tension. The nerves must 
be at ease, the pen must rest lightly in the hand 
in order to obtain the best results. Teachers 





At Attention 





















Relaxation 















Ready to Assume Correct Position of 
Arms, Hands, Pen and Paper 







FUNDAMENTALS 


17 


who have not the ability to relax themselves, can¬ 
not hope to lead the class to do so. The tone of 
voice used in giving directions, whether musical 
or strident, has to do with inducing relaxation. 
The following plan has, proven of value in the 
class room: 

1. Pupils sit erect in seats, stretch arms out 
even with the shoulders, feet on the floor, heads 
erect, while the teacher counts softly to ten, with 
the pupils; at ten, drop the arms to the sides. Re¬ 
peat six times. A practiced eye will soon see 
whose arms are tense. Ask pupils to become as 
limber as they would in skating, jumping, danc¬ 
ing, horseback riding or swimming. 

2. Pupils sit erect in seats, bend forward from 
the hips, raise arms over the desk, and six inches 
from the desk, make a square turn at the elbow, 
count ten slowly, drop the arms on the desk; re¬ 
peat six times. 

3. Pupils sit erect, bend from the hips, both 
elbows on the lower corners of the desk, relax, 
dropping the forearm on the desk; repeat six 
times. 

4. Retaining position in paragraph 3 let pupils 
roll the muscle below the elbow in a circular man¬ 
ner to a soft musical count, from one to ten. Eyes 
should be first directed toward the arm, then 


18 


PENMANSHIP 


away from it, toward the ceiling. By following 
the last suggestion, it is observed that pupils relax 
unconsciously. All of this drill will be of no value 
unless pupils are able to retain a relaxed condi¬ 
tion of the muscles while the writing instrument 
is in use. Let them take the handle end of the 
pen, and prepare for this circular motion before 
making it. 

5. It will be necessary for the teacher to spend 
a few minutes at the beginning of every lesson 
with one or more relaxing exercises during the 
first months of each school year, and later if 
found necessary. It is advisable to break the 
lesson with relaxation exercises if it is observed 
that pupils are becoming keyed-up through effort. 

6. Rhythm and regularity of movement are 
essential. Pupils’ counting aloud relieves the ten¬ 
sion. It may be necessary to lay the pens down 
once or twice, for a few seconds each time, during 
the lesson. Ability to control the writing arm 
comes in proportion to our ability to relax the 
controlling muscles. Control in the matter of 
penmanship is a vital educational factor. Says a 
well known authority: “Could the school teach 
effectively the lesson of self control, we need have 
little fear of the results when the product of the 
system is thrown upon the currents of the world. 


FUNDAMENTALS 


19 


What is the most important attribute of man as 
a moral being? May we not answer, the faculty 
of self control? This it is which forms a chief 
distinction between the human being and the 
brute.” 


CORRECT POSTURE 

Correct posture while writing is an essential; 
first, from the standpoint of health, and again, 
that we may have free play of the writing muscles. 
Proper seating has an important place here. The 
desk should be sufficiently high from the seat, so 
that, when a pupil is seated and with both arms 
on the desk, the shoulders should not be raised. 
If the desk is too low, pupils will bend in the 
shoulders instead of from the hips and the chest 
will be compressed and the spine contorted. 

No doubt many cases of spinal trouble are a di¬ 
rect result of improper seating and unhealthful 
posture during school hours. Pupils frequently 
bend the neck and strain the nerves and muscles 
uselessly. The hint, “Heads up” is often a suffi¬ 
cient reminder and will serve to correct this un¬ 
graceful and harmful habit. By sitting almost 
square in front of the desk, circulation is not im¬ 
peded in any way and relaxation will result more 


20 


PENMANSHIP 


easily. The body supports itself, and must not 
touch the desk. The eyes should be fourteen 
inches from the paper. In order to be comfort¬ 
able, the feet must touch the floor. It is within 
the province of the manual training department 
to provide wooden footstools of simple construc¬ 
tion for the small pupils who must sit at large 
desks. 

With the feet on the floor, body erect, ready to 
bend from the hips, chest high, arms hanging at 
the sides in a relaxed manner, we are ready for 
the next step. By placing the elbows at, or near 
the lower corner of the desk, raising forearms, 
then relaxing and dropping to the desk, the pupils 
are impressed with the idea that they must keep 
the cushionlike muscle on the desk. The elbows 
may extend beyond the edge of the desk, perhaps 
an inch, if this adds to the comfort of the writer. 
There should be a right angle turn at the elbow. 

Drill on correct posture should be given fre¬ 
quently until acquired, several times during a 
lesson, in fact, while learning. Too many liber¬ 
ties with these rules will cause trouble later when 
the next step is to be accomplished. 

With the forearms on the desk, close the right 
hand; open and close several times; with the 
right hand half open, the tips and nails of the 



Ready for Work 










































































































FUNDAMENTALS 


21 


third and little fingers touch the desk. The 
knuckles of the thumb and three fingers should 
be in sight. Every joint is bent a trifle in correct 
position of the hand. The two points of contact 
then are a large portion of the under forearm and 
the tops and nails of the third and little fingers. 
The wrist should be kept straight and free from 
the paper. The side of the hand must not touch 
the paper. Slip a card under the side of the hand 
to test this point. The muscles that hold the third 
and little finger in correct positions need to 
be strengthened. Pupils are apt to straighten the 
fingers and bring about a tension or go to the 
other extreme and curl the third and little fingers 
into the palm of the hand and glide on the 
knuckle joints. Both positions strain the liga¬ 
ments and bear away from, instead of toward, 
good control. It is most important that a begin¬ 
ner should watch the position of the hand. Other 
mistakes may be rectified gradually, but correct 
position of the hand must be established at once. 

The penholder is held by the thumb and first 
and second finger, touching the second finger near 
the root of the nail. The first finger joints are 
bent slightly. The first finger rests on the pen¬ 
holder at least an inch from the point of the pen. 
The thumb joint is also bent. The penholder may 


22 


PENMANSHIP 


cross above or below the knuckle joint of the first 
finger. The penholder should point half way be¬ 
tween the shoulder and the elbow. Keep the pen- 
point on the paper squarely, wearing both nibs 
equally. 

In Comprehensive Physical Culture , we find 
this valuable suggestion: “In sitting it is neces¬ 
sary to hold the chest up; to guard against bend¬ 
ing forward at the waist line, for this contracts 
the chest, cramps the lungs and stomach, and 
often produces dyspepsia. In sitting, if one 
wishes to bend, the movement should be from the 
hips, but never from the waist; the knees should 
never be crossed, for this position, besides being 
inelegant and ungraceful, often leads to paralysis 
by diverting the blood from the leg through pres¬ 
sure. The one rule to be observed by the woman 
who seeks to be healthy and graceful is to keep 
the chest active; it should never be relaxed; hold¬ 
ing this part of the body constantly erect gives 
real poise to the carriage and strength to the 
muscles. A fine bearing is of great advantage, for 
it has a significance which people intuitively rec¬ 
ognize and respect; the person who comes before 
us chest raised and head erect inspires confi¬ 
dence. Other things being equal, the person who 
elevates the chest constantly is more self-respect¬ 
ing than the one who habitually depresses it.” 


Ready for Action 



ttSBS 


Ready for Penholding 








































































FUNDAMENTALS 


23 


CORRECT MOVEMENT 

Pupils must be taught that a line is the prod¬ 
uct of the motion used; “that the motion pre¬ 
ceding the contact of the pen to the paper must 
be in the direction of the line to be made, and that 
some letters being more complex than others, less 
speed should be used.” For example, the straight 
stroke exercise is essential as a beginning step in 
movement application because it not only 
stretches the muscles, but correctly done it teach¬ 
es direction. Movement that prepares for the 
straight stroke exercise is best obtained by taking 
correct position and pushing the first finger to 
and from the center of the chest with the third 
and fourth finger nails gliding on the desk and 
forming a movable rest. The wrist must be kept 
free at this time, and the forearm moves on the 
cushionlike muscle below the elbow. We base 
the direction or slant of down strokes in letters 
later upon this straight stroke exercise. If the 
ovals, the next exercise in order, take an incorrect 
slant at any time, return to the practice of the 
straight strokes as a corrective means toward the 
proper slant. 

Pupils must know that the direction of move¬ 
ment is one of the chief essentials, and that be- 


24 


PENMANSHIP 


fore they can possess ability to produce properly 
proportioned forms they must develop their 
movement in the proper direction. They must 
be led to understand that the mere free and easy 
action of the arm in any direction is not neces¬ 
sarily a movement that can be used in writing. 

To insure against too slow a movement it will 
be necessary to use some measure for time. 
Counting is a good means of regulating the move¬ 
ment ; it keeps the class working enthusiastically 
together, and gives an idea of how fast to practice. 
One count should be given for each down stroke. 
The count, 1 , 2, 3, 4, 5, 6, 7, 8, 9, 10; 1 , 2, 3, 
4, 5, 6, 7, 8, 9, 20; 1, 2, 3, 4, 5, 6, 7, 8, 9, 30, etc., 
to one hundred is advised for straight strokes and 
ovals. All pupils counting in concert with the 
teacher at the rate of about two hundred down 
strokes per minute is effective, as the oral count 
relieves the muscular tension that is apt to pre¬ 
vail at this time. Insist that every arm move 
from the shoulder and that each pupil feel cor¬ 
rect movement and observe his own arm. It is 
advisable to use the watch, and time pupils daily 
on a part of all drill work. If the count be too 
rapid, nervous spasmodic movements will result; 
if too slow, the fingers or wrist joint will be apt 
to act, and finger movement will be the result. A 


FUNDAMENTALS 


25 


steady rhythmic beat is essential, to tone down 
the speed of the nervous and erratic and inspire 
the slow ones into more rapid response. 

There is a subtle influence in the sprightly mu¬ 
sical count as well as in the conversational count, 
such as “round, round, round,” or “light, light, 
light,” to induce proper width to a narrow oval, 
or lightness to a heavy line. A mistake that is 
fatal to early progress is frequently made by al¬ 
lowing pupils to take the pen in hand to write 
before automatic movement is gained. Much 
drill on relaxation and study of the writing ma¬ 
chine and attention to rhythm work at the correct 
speed is necessary at the beginning of each lesson, 
to make for automatism. Sufficient speed to dis¬ 
courage finger and induce muscular movement 
must be insisted upon at all times. 

At this point it will be observed that pupils 
vary in regard to their ability in the use of free 
movement. The group plan meets this difficulty 
very successfully. Some allowance must be made 
for new pupils, those habitually irregular, and for 
the slow pupils in rooms where children have not 
been segregated for ability. 

When all is done that can be done by the class 
plan to make pupils understand relaxation, pos¬ 
ture, and motive power, we find that there will 


26 


PENMANSHIP 


still be some who have not made sufficient prog¬ 
ress to advance. The important question is, 
when are these pupils going to have an opportu¬ 
nity to learn? How can encouragement be of¬ 
fered to those who have done well, and at the 
same time continue repetition of what is neces¬ 
sary with those who have accomplished but little? 

The group plan is advised by many successful 
teachers. Assign pupils who have done well and 
who can practice in the right way to seats at the 
left of the room (“A” group) as the teacher faces 
the class, it being understood that those who 
prove themselves unworthy of being in the “A” 
group will have a place in the “B” group. After 
the segregation is complete and the plan under 
way it will be well to keep a check on the “A” 
group; some pupils forget quickly when left to 
themselves, while it develops independence and 
pride in others. The “B” group will occupy the 
rows to the right of the teacher as she faces the 
pupils, and by stepping to the extreme right side 
for the survey every hand may be seen while at 
work. The members of the “B” group under¬ 
stand that they are there because they need spe¬ 
cial help, and will be promoted as soon as they 
learn the lessons already mastered by the “A” 
group. At the beginning of every lesson a care- 


FUNDAMENTALS 


27 


ful but brief review will be necessary of the points 
that the “B” group is expected to learn. The en¬ 
tire class should give attention at this time. 

The “B” group is still preparing with the han¬ 
dle end of the pen while the “A” group will be 
actually making lines. Economy of time should 
be studied, or the period will be wasted; both 
groups must be kept busy all the time. The same 
count will answer for both divisions. Occasion¬ 
ally it will be well to give the “A” group a certain 
amount of work to accomplish and to note if it 
is done within the right time limit. They are to 
compare carefully with their models and also to 
work for improvement in the product without 
special instruction. The “B” group will not make 
so many exercises but their posture and move¬ 
ment will be growing stronger every lesson. In 
order that they may not become discouraged, it 
is well to let them make some of the exercises 
each day but the greater part of the time should 
be given over to rapid changes of relaxation, pos¬ 
ture and movement until these essentials are 
thoroughly ingrained. The “B” group will be 
greatly helped by working at the board, to the 
same count that the “A” group uses at the seats. 
Once during the lesson allow the “B” group to 
rest and watch the “A” group work. The pupils 


28 


PENMANSHIP 


in the “B” group will not cover as much subject 
matter as will the “A” since it is composed of the 
new pupils and those who have the greatest diffi¬ 
culties. No pupil should be promoted to the “A'* 
group until he assumes correct posture in all 
written work and can make ovals, straight strokes 
and short words with correct movement. He 
must prove his ability as an independent worker 
and show reasonably good results in order to be 
considered an “A” pupil. 

VISUALIZATION OF LETTER FORMS 

It has been said, “The three arts of education 
are seeing, reading, thinking. The boy who 
learns to see is awakened; the boy who learns to 
read is enriched; the boy who learns to think is 
emancipated.” Why does not an artist always 
make a desirable and pleasing picture? Perhaps 
it is because he does not see the subject correctly 
or to advantage, or perhaps he has not mastered 
all the mechanical difficulties. It is for the teach¬ 
er to decide whether all has been done that can 
be done to assist the pupils to see the model let¬ 
ter form correctly. Perhaps there exist mechan¬ 
ical difficulties in posture and movement that 
prevent a free execution of the letter form that 
may exist in the mind. 


FUNDAMENTALS 


29 


Pupils should understand that they are to edu¬ 
cate the head and hand together. Concentration 
on correct forms goes hand in hand with prac¬ 
tice. Some pupils have greater aptitude than oth¬ 
ers toward perception of form; it is certain that 
the hand will not learn to reproduce constantly 
a form that has not been fully and entirely ideal¬ 
ized by the mind. It has been discovered that hu¬ 
man beings vary greatly in the completeness, def¬ 
initeness, and extent of their visual images. Pu¬ 
pils should be impressed through as many sense 
channels as possible. Some learn through expla¬ 
nations, others through demonstrations at the 
board, still others by working at the board them¬ 
selves. Out of this variety of impressions each 
pupil will find the one that is most lasting for 
himself. Every penmanship teacher should rec¬ 
ognize this principle of multiple impression. 

Mental pictures are what we mean when we 
speak of “noticing” things. We think we are no¬ 
ticing all sorts of things during our waking hours ; 
as a matter of fact, we recognize fewer things than 
we suppose. Ask a pupil to describe any fa¬ 
miliar object and prove this statement. If you 
point out the various characteristics he will 
quickly see them, and will be likely in future 
trials to see them; but if left to himself he would 


30 


PENMANSHIP 


need a great deal of time to become familiar with 
the main features. Frequent review of model 
letter forms is necessary, for it keeps our minds 
fresh and helps to reveal new and hitherto un- 
thought-of aspects. Each view well considered, 
then put aside, freshens us for the next one. We 
are thus led to make trials and discover relations 
which otherwise would remain hidden. Many 
pupils, for the most part unsuccessful, never get 
so far as that. Many who fail believe that they 
have seen all there is to see, take up something 
else, or do nothing. 

Pupils may be led to observe the forms of let¬ 
ters and their common characteristics through 
variations of common principles. To illustrate: 
many letters are modifications of the oval exer¬ 
cise, near or remote. In almost every writing sys¬ 
tem on the market we have four, the O, A, C, and 
E. Modifications of the straight stroke are more 
numerous still; then we have letters that show a 
combination and modification of the two exer¬ 
cises. Pupils should be able to see and describe 
just which stroke gives slant and character to the 
letter. There is a striking analogy in the begin¬ 
ning, ending, and width of many of our letters. 

Very rarely is the image the exact reproduction 
of the percept; it differs in distinctness, outline, 


FUNDAMENTALS 


31 


detail, and sometimes even in most important 
qualities. Look at the model letter, close the 
eyes, you will still see the form. Retentive and 
reproductive powers are at work, while the image 
is in process of formation. Form perception, and 
other mental pictures than what we are striving 
for, are present and act upon and modify present 
percepts. 

Let the room be quiet, so quiet that there is 
nothing to distract. Require the pupils to lay 
their heads on the desks, shut their eyes, and rest, 
not for long, for fear of day dreams. Without al¬ 
lowing them to awake from their playsleep, pic¬ 
ture in brief vivid statements, without repetition, 
or unnecessary detail, the parts of a letter. Raise 
the heads, open the eyes, take pens and ask pupils 
to reproduce a picture of the letter just described. 

In effective visualization certain conditions 
must be fulfilled. In the first place the exposure 
must have lasted for a sufficient length of time, 
very much as is required in photography. We 
can gain no mental picture of things where the 
exposure is too brief. 

A careful study of letter forms must engender 
the habit of observation and knowledge of the 
difference between accuracy and vagueness. Since 
penmanship is one of the manual arts it will 


32 


PENMANSHIP 


be executed definitely right or definitely wrong. 
Chamberlain on the value of manual training 
says: “The more accurate the work in hand, the 
less likely is doubt and uncertainty to play a part. 
In grammar and history a mistake upon the pu¬ 
pil’s part may easily pass unchallenged. The stu¬ 
dent glides over an error unconsciously or with¬ 
out intent; and even the teacher may not detect 
the fault. In a word both the teacher and pupil 
are likely to be deceived. In the shop or in the 
cooking room it is quite different. Be the box 
too short, the metal too thick or too thin, the 
joint too loose, the basket askew, the stitches un¬ 
even, or the ingredients improper in proportion, 
little doubt need enter the pupil’s mind as to the 
rightness of his work.” 

PRACTICE 

A few years ago Dr. Gulick laid down the fol¬ 
lowing hints on training for the boys in their ath¬ 
letic work in New York City: 

1. Always warm up slowly and cool off gradu¬ 
ally when finished. 

2. Stop practice when you are exhausted. 

3. Dress lightly for practice or competition. 

4. Practice regularly, a little each day if pos¬ 
sible. 


FUNDAMENTALS 


33 


5. Have regular hours for eating and sleeping. 

6. Don’t smoke. 

To a person who has the correct perspective on 
the penmanship habit the application of the hints 
enumerated will seem quite reasonable. To train 
in any line, one must practice. Repetition is 
necessary, and the time element essential, as it 
takes many efforts to accomplish the desired end, 
good penmanship. The muscles to be trained are 
large, and the conventional forms are small. 

With a little forethought and planning the 
practice period may be varied, live and interest¬ 
ing. Everyone must learn, sooner or later, that 
much discipline may be gained by keeping stead¬ 
ily at work not interesting in itself. James says: 
“We have of late been learning much of the phil¬ 
osophy of tenderness in education; ‘interest’ must 
be assiduously awakened in everything, difficul¬ 
ties must be smoothed away. Soft pedagogics 
have taken the place of the old steep and rocky 
paths to learning. But from this lukewarm air 
the bracing oxygen of effort is left out. It is non¬ 
sense to suppose that every step in education can 
be interesting.” 

Thoughtless practice might much better be left 
undone. There is no use in trying to excuse care¬ 
less work to oneself with the thought, “I won’t 


34 


PENMANSHIP 


count this time.” Each careless stroke is being 
registered though we do not count it; for nothing 
we ever do, strictly speaking, is ever wholly 
blotted out. Paths frequently and recently trod¬ 
den are those that lie most open, and those which 
may be expected most easily to lead to results. 

The first practice may be difficult, for the uerv- 
ous and muscular systems have a new lesson to 
learn. The second and third trials will be easier, 
for the body has begun to recognize what lies be¬ 
fore it. The following attempts will steadily be¬ 
come easier. A path means economy in travel¬ 
ing. The muscle should work with a fatalistic 
steadiness; if so, the result must necessarily be 
work done in a clean and finished manner. 

To be concrete, let us presuppose a thirty 
minute practice period in muscular movement 
penmanship, under fairly favorable conditions. 
The desk should be adjusted for physical comfort. 
The light should come from the left side. Loose 
sheets of good quality paper eight by ten and one- 
half inches in size, with three-eighths inch spacing 
should be furnished. At least two sheets should 
be placed under the one being used, that the pen- 
point may be saved extra wear. A fluid ink that 
flows freely is best. A coarse, flexible pen, blot¬ 
ter, and ink-wiper complete the list of supplies. It 



Ready for Drill 



















FUNDAMENTALS 


35 


is assumed that the adopted manual containing 
instructions and model letter forms is always on 
the desk for reference during the practice period. 

Our first aim should be to get the mind and 
muscle into action. To this end at least two 
hundred two-space straight strokes or the same 
number of ovals should be made in one minute. 
Secondly, this will assist in the form building of 
the letter to be mastered, which let us assume is 
the capital O. A light smooth line will be ob¬ 
tained by limiting the amount of ink. Make at 
least two hundred strokes with one dip of ink. 
Correct speed will be best obtained by requiring 
the time limit in all drill work. Correct slant 
should develop as a result of the correct teaching 
of the straight stroke exercise. 

Having done this preliminary drill we are now 
ready to consider the second point of the lesson, 
namely, the making of the letter O. The first 
consideration is the general form. By compari¬ 
son with the model we find a striking analogy in 
width and slant, to the form of the oval. The 
ending stroke and the points that characterize 
the letter must be observed, and lastly, the size 
is to be noted. Close the eyes a moment and see 
if the image is fixed. Prepare to write by using 
the handle end of the penholder until the right 


36 


PENMANSHIP 


rhythm has been established by counting one, two, 
for the first O; three, four, for the second O; five, 
six, for the third O; seven, eight, for the fourth 
O; nine, ten, for the fifth letter of the group. Five 
“make believe” letters is the result of this count; 
we can easily make three groups of five each, 
across the page. Time consumed will be one 
minute for sixty to seventy-five letters. When 
the muscular adjustment is perfected through 
this preparatory motion, then, and then, only, 
are the pupils ready to write. Write and com¬ 
pare with the model, time and again. If the let¬ 
ter has been visualized correctly, each child will 
be able to criticize his own work effectively. Glar¬ 
ing errors should be pointed out first and reme¬ 
died. Work on this letter might occupy the main 
portion of the writing lesson for many days be¬ 
fore passing to another letter form. 

Any class that has been drilled correctly on 
the ovals, straight strokes and capital O should be 
able to apply the movement acquired to a short 
word and this perhaps forms the most important 
part of the lesson. For example take “Omen,” 
spelling the letters aloud, capital O-m-e-n. Words 
so dictated should be executed by junior high 
school pupils and adults at the rate of at least 
fifteen to eighteen per minute. This will prevent 


FUNDAMENTALS 


37 


any possibility of a return to finger movement at 
this time. Dictation of letters is quite effective 
with slow pupils. The application of movement 
to a word, at the close of each lesson, will lead the 
pupils quite unconsciously into a better move¬ 
ment of all written work. Here they get the help 
along the lines necessary to steady and modify the 
movement, and a chance to get into the swing of 
actual writing without too much thought as re¬ 
gards the content. Such drill serves the same 
purpose in penmanship that scale practice does 
in music. The writing of words at the close of 
each lesson serves as the connecting link between 
the theoretical drill work and practical writing. 
Such daily drill work as just suggested at the 
close of the writing lesson will effectually elimi¬ 
nate the sharp line of demarcation between the 
drills and “real writing.” In a short time a list 
of words will be the result, and these with others 
may be combined into sentences. The supple¬ 
mentary words given should incorporate all the 
small letters of the alphabet; the one-space let¬ 
ters first, thirteen in all, then the loops above the 
line, b, f, h , k , and l ; loops below the line, g, y, 
and z ; and lastly, those irregular in height, p> t, q, 
and d. A fair allotment of time for the above 
suggestive plan would be five to ten minutes on 


38 


PENMANSHIP 


ovals and strokes; ten to fifteen minutes on the 
letter O; and five to ten minutes on the word- 
practice. 

The group plan seems to be the only logical 
method of reaching all pupils with the instruction 
necessary to their peculiar needs. The advanced 
group will be learning to act independently, while 
the other will be learning basic principles. 
Friendly criticism and rivalry should be fostered, 
by comparing the method by which results were 
obtained. Let one group watch the other work. 
Let the group watching count for the other and 
change about. Generally, the entire class work, 
if any, should be posted, unless it be known that 
a certain page is posted because of its special 
merit. Pupils should be taught at the outset that 
team work in a drill subject is what counts and 
should take proper pride in good work as a class. 
Every class will produce a few good writers. In 
many schools a new lesson is not taken up before 
seventy-five per cent of the pupils have accom¬ 
plished the preceding lesson well according to 
standards previously agreed upon. It is often 
impossible for all members of a class to attain 
perfection in penmanship. We do not demand 
that in other subjects. 


FUNDAMENTALS 


39 


APPLICATION OF THE CORRECT HABITS 
TO DAILY REQUIREMENTS 

The muscular movement writing habit should 
become automatic when pupils have developed 
enough skill through exercises to apply the move¬ 
ment consistently to all written work. The best 
skilled teachers might give a lesson daily in any 
grade, but unless the principles inculcated during 
that lesson are followed conscientiously during 
the remaining periods of the day the gain will be 
slight. If time is allotted for practice the result 
is surely worth applying to all written exercises. 
The Committee of Fifteen appointed to investi¬ 
gate the coordination of studies in primary and 
grammar grades propounded the question, “Has 
penmanship distinct pedagogical value?” The 
following is one of the best answers: “Penman¬ 
ship as an art is but pen drawing, as a factor in 
education it should be taught more frequently in 
connection with other studies. Both penmanship 
and drawing suffer much from their isolated po¬ 
sition in the school course. We therefore need to 
teach writing while teaching other subjects and 
the reverse.” 

In grounding the movement application habit 
we may well follow these maxims: 


40 


PENMANSHIP 


First, focalize the attention of the pupils on the 
habit to be acquired. Teach definitely relaxation, 
posture, movement, and visualization. 

Maxim number two tells us to suffer no excep¬ 
tion to occur until the new habit is firmly rooted 
in our lives. 

Number three calls for frequent repetition. We 
must therefore give daily drill on the points that 
go to make up the correct writing habit. 

Fourthly, “Don’t preach too much.” Lie in 
wait for the practical opportunities, and get the 
pupils at once both to think and to act. Such op¬ 
portunities are never lacking, since so many les¬ 
sons are conducted through the medium of the 
pen. 

Lastly, keep the faculty of personal effort alive 
by a little gratuitous exercise eveiy day. After a 
high degree of perfection has been reached it is 
maintained only by the follow-up system of daily 
effort directed toward the retention of the habit. 

The habit of movement application demands 
vigorous and continued effort; the exertion may 
possibly be so great that the pupil is temporarily 
more discommoded than by his former habit. If 
the wise course is pursued the old disability will 
vanish, a new path will be made in the brain, 
and application of movement will be established. 


FUNDAMENTALS 


41 


The main problem with every teacher is how 
to assist pupils in linking up the principles that 
have been mastered, namely, correct posture, and 
movement applied to drills and short words with 
the practical writing. The drill on short words 
will prove as valuable as any other part of this 
theory work. By the laws of association, pupils 
will connect the muscular sensation of the short, 
rapidly written word, with what is required when 
a variety of longer words or sentences is dictated. 

At the beginning of every lesson in which writ¬ 
ing is used as a vehicle for thought, attention to 
the correct habit will be the means of setting 
many pupils right, and of increasing from week 
to week the number of those who do all writing 
with muscular movement. Finally, all incorrect 
movement will be eliminated, and we may then 
return to visualization. A proper balance must 
be preserved in regard to seeing and doing, or our 
results will be one sided. When a pupil “finds” 
himself with reference to the application of move¬ 
ment problem, attention may be almost equally 
divided between retention of that movement and 
form building. By the time form is established 
movement will be second nature, and with a little 
continuous practice will never be lost. 


42 


PENMANSHIP 


It is time to require all written work to be done 
with muscular movement when pupils can make 
good two-space ovals, four hundred across an 
eight inch page, and straight strokes in the same 
manner; have visualized one capital letter and 
can make it at the right speed per minute, for 
example, sixty to eighty O’s per minute; and can 
write short words such as “men” and “mine” with 
correct movement, in correct posture, and within 
the correct space limit. An easy way to begin 
is to require application to the subjects where the 
mind is least concerned as to the content, for ex¬ 
ample, the spelling lesson. 

If pupils have been taught to turn the search¬ 
light of investigation on their own habits they 
will be entirely conscious of the feeling of mas¬ 
tery that takes possession when muscular move¬ 
ment becomes automatic. 

Those who have not thus succeeded should 
look well into the basic principles of relaxation, 
correct posture, and movement, especially as ap¬ 
plied to letters and short words. Study the hand 
and arm in its preparatory motion while working 
at the correct speed. Care should be exercised 
that there be no movements of the joints of the 
wrist, thumb or fingers. Alternate the prepara¬ 
tory motion with writing until the sensation of 
mastery prevails. 


Chapter Three 


THE GENERALLY ACCEPTED SOLUTION 
MUSCULAR MOVEMENT 


CONSERVATION OF HEALTH A PRIME FACTOR IN 
THE SOLUTION 

Truly, necessity is the mother of invention. 
At the dawn of the present commercial age, the 
finger movement and even the slightly improved 
combined movement were forced to give way to 
some method more rapidly executed. Whole 
arm movement also proved inadequate. The 
method that has made the commercialization of 
penmanship possible is that of muscular move¬ 
ment. By this method only are the fingers re¬ 
lieved from furnishing the power which should 
rightly come from the large muscles of the arm. 
Muscular movement, as applied to writing, is a 
rotary motion with the large muscles of the fore¬ 
arm for a center while the fingers, though not 
held rigid, are not permitted any movement of 
their own. This movement takes place from the 
shoulder, the pivotal point, with the weight of 


44 


PENMANSHIP 


the arm resting on the desk. Muscular move¬ 
ment method does not emphasize prescribed 
forms so much as proper method of execution. 

It is no special wonder that the leading edu¬ 
cators of the day are now investigating penman¬ 
ship. Changing from the slant to vertical, and 
now again to the slant, what is the average teach¬ 
er to conclude? What shall she teach indeed if 
she is convinced at all regarding any system of 
penmanship, or is qualified to teach any method ? 

The person who makes practical use of pen¬ 
manship, the one who uses it to help him earn his 
daily bread, points the way. It matters not if 
he calls it muscular movement or if he ever saw 
a penmanship teacher. Watch such a person and 
observe his method. Observation will reveal that 
practically all use what we term a muscular 
movement slant method. It takes the practical 
person only a short time to discover the method 
that will best conserve energy, economize time, 
and, above all, lead to writing which will prove 
readable and attractive. It is a method of such 
character as fulfills all necessary requirements 
and thus proves the useful tool. 

Because we are a practical people, the public 
is now looking forward to results from the formal 
writing lesson. Teachers should expect the same 


MUSCULAR MOVEMENT 


45 


degree of excellence to come from penmanship 
instruction as from correct teaching of mathe¬ 
matics, history, reading, or any other subject in 
the curriculum. 

It has been remarked many times that com¬ 
mercial schools and business men have put the 
stamp of approval upon the muscular-movement- 
slant method rather than upon any other. The 
reason is obvious. In fact, commercial schools 
have been the missing link between the oft-times 
theoretical public school and the actual business 
world. Commercial schools have found it pos¬ 
sible during their short course of six or eight 
months to give our elementary school pupils an 
asset that the public schools have failed to be¬ 
stow in as many years. 

With the present day crowded curriculum it 
has been found necessary to adopt some method 
by which the time consumed in the preparation 
of the written lessons might be shortened. Again 
muscular movement slant method came to the 
rescue, this time to the elementary school pupils. 

There is a certain amount of energy available 
in the nervous system. Discreet use of this en¬ 
ergy is a lesson dearly bought by many. The au¬ 
tomatic writing habit conserves energy and pre¬ 
vents diffusion of effort. In writing one’s 


46 


PENMANSHIP 


thoughts, the mind should be occupied only in 
rendering the thought into correct English. To 
be truly useful the art of writing must finally be 
done with the muscles and not with brain energy. 
That we may save any draught on the intellectual 
power we should be entirely unconscious of the 
execution of the forms. 

Men are constantly at work in the business 
world devising schemes whereby energy and time 
may be economized. Cannot the schools do their 
share in this great scheme for the betterment of 
humanity? We should teach pupils an energy¬ 
saving manner of expressing themselves upon 
paper. How much useless nerve force 1 , is applied 
daily by pupils of all ages in forcing the pen along 
with the fingers in such a way that it is only less 
painful to the observer than to the performer? 
Why not try to assist in ending this useless waste 
of energy in the school world by directing a rea¬ 
sonable amount of energy into the correct chan¬ 
nel? How much of our energy is misdirected 
daily when we should be making it our ally? We 
should fund and capitalize all energy, and at last 
live at ease upon the interest. The more details 
we can hand over to automatism, the more our 
higher powers of mind will be set free for greater 
work. 


MUSCULAR MOVEMENT 


47 


Children are the nation’s most valuable asset. 
Vision is the first faculty in order of importance. 
How can it be best conserved? A proper regard 
for the future usefulness of the eyes of the pupils 
requires that a departure be made from the meth¬ 
od now prevalent of demanding so much written 
work. A keen observer who realizes the true na¬ 
ture of a child will postpone the requirement of 
written language and fine print reading until a 
time when the more delicate eye muscles are 
properly developed and able to stand the strain. 
Muscular movement writing makes conservation 
of vision possible because it demands first, last 
and always, correct posture and proper lighting. 

Nearsight is frequently brought on by strain¬ 
ing the eyes to see objects, and especially small 
blackboard writing, at a distance. Light shining 
on the board causes a glare, and when pupils are 
sitting so that the work on the board is seen at a 
trying angle the result is harmful to the eye. All 
work placed on the board during a penmanship 
demonstration, or at any other time, should be 
executed large enough and with lines so bold 
that pupils in the rear of the room may see it 
plainly without eye strain. 

Correct posture while writing precludes a 
tendency toward curvature of the spine, and also 


48 


PENMANSHIP 


saves the eyes unnecessary strain. Numberless 
people sit and write more hours than they walk or 
ride. Who would presume to question the value 
of correct posture while walking, in its relation 
to good health? We are painfully inconsistent, 
when the writing habit is in operation, with re¬ 
gard to many of the laws that make for good 
health. 

Only as we work toward the saving of energy 
for ourselves and others are we keeping step with 
the progressives who are teaching conservation 
from the kitchen to forestry. Surely our aim 
should be the greatest accomplishment with the 
least expenditure of energy. 

ECONOMY OF TIME A RESULT OF THE SOLUTION 

Second only in importance to conserving the 
health by economizing energy through muscular 
movement is the time saving element. People 
who would recoil from ordinary thieving are often 
guilty of dishonesty of a kind that is closely akin 
thereto. We joke over our own poor handwrit¬ 
ing and moan over that of our friends, yet we 
would be greatly startled were we actually to 
compute the number of priceless hours wasted 
every day by busy people trying to decipher il- 


MUSCULAR MOVEMENT 


49 


legible writing. Not only time but temper as well 
is destroyed. Quite as painful, only less annoy¬ 
ing, to the economist of time is the accurately 
drawn script that we know consumed fully three 
times as much time as should have been required 
for its execution. 

In many schools we find that the method of ex¬ 
ecuting written lessons is not equal to the need. 
Then also, we have pupils taking several times 
as long as should be required for written spelling 
or composition. Muscular movement will reduce 
several fold the time necessary for all written 
work and the benefits will not end there, for bet¬ 
ter quality in the content will result. The pupil 
will be left free to dictate and the hand will obey 
quite unconsciously. 

We constantly hear the plea, “We cannot teach 
writing; we have not the time.” Would it not 
be well to make some computations at this point? 
Compare a class or school that uses a good mus¬ 
cular movement, acquired through a formal writ¬ 
ing lesson of from twenty to thirty minutes daily, 
with a class in which penmanship is hit or miss. 
The latter irregular habit always results in an ir¬ 
regular slant and finger movement. Judge then 
if it would not be well to teach pupils to save 
time. We carefully consider how to minimize 


50 


PENMANSHIP 


waste of energy in a machine. Is the human ma¬ 
chine of less importance? 

Since penmanship is used largely as a vehicle 
for expression to convey the mental product to 
others, is it not reasonable that we employ the 
easiest and speediest method of transportation? 
It is convenient to be master of a method that can 
record thought as fast as the mind shapes it. The 
right method will aid thought, not impede it. 

Henry Maxwell, as a workman, began to study 
the length of time he required to each part of a 
job. He kept a record and studied it. He then 
busied himself seeing where he could cut down 
all unnecessary strokes. He found that on a cer¬ 
tain six hour job all but two hours and forty-sev¬ 
en minutes were consumed by bad planning, poor 
tools, and needless movements. Maxwell, as a 
master craftsman, is one of the all too rare peo¬ 
ple who are setting things in order. Everything 
can be provided more easily as a result of the 
work of a man like him. He opens up the possi¬ 
bility of leisure through the saving of labor. 

Assuming that not more than five or ten min¬ 
utes were saved by the pupil during each written 
lesson, think of the total saving per day, per week, 
per month, not to mention the saving of time to 
that same man or woman when his school life is 
over and school of real life begins. 


Chapter Four 

PREPARATION OF THE TEACHER 


THE TECHNIQUE OF THE SUBJECT 

To fit oneself from year to year for the ever 
increasingly difficult task of teaching is a serious 
problem. We are to some extent compensated in 
a material way; our chief payment, however, is 
in the consciousness that through newly acquired 
knowledge our methods are improved, and the 
reflection is mirrored in the quality of our work. 
That methods presuppose a knowledge of the sub¬ 
ject matter, is necessarily as true in the science of 
muscular movement penmanship as in other sub¬ 
jects less homely and less practical. The indis- 
pensible accompaniment is inspiring instruction 
suited to the inculcation of the proper habit on 
the part of the class. Too often we forget that 
anything that is worth possessing is paid for in 
strokes of daily effort. By neglecting the nec¬ 
essary concrete labor, by sparing ourselves the 
daily effort, we are standing in the way of obtain¬ 
ing the desired final results. 


52 


PENMANSHIP 


All will agree that results speak. Shall we not 
then be repaid for our trouble when pupils mir¬ 
ror the reflection of our labor? Having person¬ 
ally mastered the difficulties of the subject, the 
teacher and supervisors are aware of the pitfalls 
which await the pupils. Only then do we cease 
to be theorists and become capable of demonstrat¬ 
ing the truth of our methods. Uniformly good 
results may be obtained in almost any class if 
proper instructions are followed. If we are not 
obtaining good results in the product our methods 
are at fault. Could a teacher without knowledge 
of reading or of numbers devise suitable methods 
for presenting reading or numbers? Surely, the 
teacher cannot teach that which he does not 
know, be the subject penmanship or astronomy. 
Neither is the ambitious teacher content with a 
partial knowledge of any subject. Unless inten¬ 
sive knowledge of a subject obtains, no teacher 
will be able to follow successfully second hand 
methods. 

It is significant that the Normal Schools re¬ 
quire their graduates to qualify in the useful art 
of practical penmanship. Many teachers have 
found that the correspondence method is well 
suited to and fulfills their needs for a complete 
penmanship training. Universities now offer 


PREPARATION OF THE TEACHER 5j 

summer courses in penmanship. Supervisors fre¬ 
quently give weekly drill classes for unqualified 
teachers upon which attendance is obligatory or 
optional. It is the regret of many of our best 
teachers who have been in the service for some 
years that they did not have opportunity or were 
not required to qualify in penmanship earlier in 
their educational career. Unless an inexperi¬ 
enced teacher knows how to teach intuitively, 
ludicrous blunders will be made. If knowledge 
be lacking regarding any branch, the quality of 
the young teacher’s work will be still less desir¬ 
able. The everlasting how will confront the 
teacher every day, and each time it will be nec¬ 
essary to find an answer. 

It is unfortunate for our schools that so many 
teachers feel that they can succeed in teaching 
penmanship without themselves knowing how to 
write. To know only the first few principles will 
not be sufficient, though they are not to be under¬ 
estimated. To complete the structure we must 
build upon the firm foundation of first principles 
a crude but proper framework. When this is 
firmly reinforced, we put on the finishing touches. 
Many do not get further than the foundation; 
others stop at the next important stage, the crude 
product; while others who are persevering work 


54 


PENMANSHIP 


to the end and have the satisfaction of enjoying 
the beautiful structure complete. 

THE ABILITY TO SECURE RESULTS 

There are few successful teachers who are not 
good psychologists and who therefore do not 
know the process by which growth is secured. 
Knowledge is the cornerstone of the foundation. 
However it is not enough that we know the sub¬ 
ject which we are to teach; we must have the abil¬ 
ity to impart knowledge that the self-activity of 
the pupils may induce growth. 

All teachers are not endowed alike with this 
wonderful gift. It is also a truism that to realize 
one’s shortcomings in this direction is the first 
step. If the pupils are not interested, and re¬ 
sponse cannot be obtained, let us look for the di¬ 
rect cause in the teacher and for the indirect cause 
in the supervisor. The far seeing teacher will 
aim to surround the penmanship lesson with the 
proper atmosphere at the outset. As pupils are 
more interested in seeing what is done than by 
abstract explanation, a few skillful and telling 
strokes at the desk or on the blackboard will 
serve as a much greater inspiration than for the 
pupils to come into the room and sit before a 


PREPARATION OF THE TEACHER 


55 


model that has been executed while they were out 
of sight. 

Skillful questioning and holding the entire 
class for answers is of great advantage when vis¬ 
ualizing letter forms, and again when criticising 
and comparing results. The laws of cause and 
effect operate in penmanship as surely as they 
operate elsewhere. What is the cause of incor¬ 
rect slant, a heavy stroke or a careless form? 
Pupils who know how to think may be put on 
the right road by being taught to criticize their 
own work. 

It is one thing to impart the knowledge one 
may possess of correct execution; the obtaining 
of results is quite another. Many a teacher has 
been greatly discouraged when a view of the re¬ 
sults was obtained because close observation re¬ 
vealed that pupils had not comprehended the idea 
which the teacher intended to convey. Let us 
adopt new methods or modify old ones until de¬ 
sirable results are obtained. The pupils are 
placed under our care that they may have an op¬ 
portunity to gain some of the knowledge and skill 
of which we, as teachers, are supposed to be in 
possession. 

The best proof that the imparting has been 
clear, logical, and effective is in the quality of the 


56 


PENMANSHIP 


results so easily observed in the penmanship class. 
Every lesson is a new record of what has already 
been grasped by the pupils or a presentation of 
something new, or better still, a combination of 
both. Enthusiasm is one of the most essential 
points to be gained by the class. It must actually 
be experienced before it can be imparted to the 
pupil. If it is not felt by the teacher the next 
duty is to induce it by look and act. 

The unconscious influence of the teacher can¬ 
not be measured. With pupils, teachers are more 
than ideals; they are realities. The personal in¬ 
fluence is more lasting than the particular system 
that is taught. A competent teacher must be the 
master of the situation. Little inspiration can 
be created by the timid teacher. Originality, in¬ 
dividuality, attractive personality, courage, con¬ 
fidence, ease of manner, firmness, tact, initiative 
—these are desirable assets for the penmanship 
leader. Such a leader has a ready following. 

A penmanship teacher must balance enthusi¬ 
asm with tact, system, and resourcefulness, and be 
ever on the alert to discover the individual needs. 
Tact plays a very important part in penmanship 
instruction for by the exercise of it we are led to 
say and do the right thing at the right time. 

True, we get no more out of this subject than 


PREPARATION OF THE TEACHER 


57 


we put into it. Let us be more pedagogical in im¬ 
parting this subject. Let us outline a penman¬ 
ship lesson as carefully as we would other lessons. 
The result will justify the labor. 

THE PENMANSHIP PERSPECTIVE 

Penmanship is entirely too isolated, and the 
value of cooperation and correlation are not suf¬ 
ficiently recognized. Young America demon¬ 
strated this perfectly when at the beginning of a 
written spelling test he asked if he should write 
it with muscular movement or with his “real 
writin’.” To him the drill that was supposed to 
make for the correct writing habit had not taken 
hold. He failed to associate the practice method 
with practical work. Again, great tact must be 
exercised in the attempt to correlate the penman¬ 
ship with other subjects, lest in an unguarded 
moment a teacher may tire the pupils and thus 
defeat the much sought-for end. 

Colonel Parker says: “The present trend of 
study, investigation, and discovery in the science 
of education is toward the correlation and unifi¬ 
cation of educative subjects and their concentra¬ 
tion upon human development. All subjects, 
means and modes of study are concentrated un- 


58 


PENMANSHIP 


der this doctrine upon the economization of edu¬ 
cative effort.” 

Persistence on the part of the teacher is abso¬ 
lutely essential, for pupils will forget and must be 
constantly reminded. If on all occasions the 
teacher of English or other subjects will bring a 
due amount of pressure to bear upon the class 
during all written recitations and take the proper 
share of responsibility, good results will be rap¬ 
idly noted. On the other hand, we should have 
scant respect for the penmanship teacher who ha¬ 
bitually uses poor English and who is not peda¬ 
gogical in the presentation of the subject. 

Since it is common to evaluate subjects in 
terms of credits, would not a system of daily 
credits in writing tend to dignify the subject? 
Would not this react upon the pupil in a desir¬ 
able way? As the matter now stands in many 
schools no credit is given to encourage; only com¬ 
plaints are heard when the work is not up to 
standard. 

We do know that all pupils who enter the com¬ 
mercial department of our public schools soon 
take it for granted that penmanship is a part of 
their stock in trade. The laws of necessity are 
plainly followed. These pupils have credits for 
penmanship. 


PREPARATION OF THE TEACHER 


59 


In the requirements for good penmanship, con¬ 
sistency should be shown from the lowest to the 
highest. The closest cooperation from the super¬ 
intendent down to the first grade teacher is urged. 
Set a standard, and bring the pupils up to it, as 
is done in other subjects. One grade teacher may 
teach well, another poorly or indifferently, and 
thus the pupils are passed along. The school sys¬ 
tem where this prevails may be compared to a 
chain with now and then a weak link. Unless 
there is unity and cooperation among teachers 
the subject suffers greatly. The right kind of su¬ 
pervision is helpful, but it cannot accomplish all 
things. Not infrequently we hear the remark, 
“I am not the penmanship teacher; Miss So-and- 
so teaches all the penmanship.” Our “second 
speech” is too important a matter to be left to 
one person unaided. Upon whose shoulders shall 
be placed the responsibility? If a school does re¬ 
markably excellent or noticeably poor work in 
any subject, whose is the reward or the blame? 

The proper attitude of the Superintendent and 
the principal will go far to popularize any subject, 
penmanship no less than any other. This atti¬ 
tude will be reflected unconsciously upon the 
teacher, and the pupils will be quick to take the 
cue. 


60 


PENMANSHIP 


How often is the muscular movement writing 
supervisor told by the boys in particular, a My 
father writes that way.” The right attitude is 
established immediately because the boy sees the 
relation of the school to a practical need. In fact, 
parental influence is a factor to be reckoned with 
in penmanship and the thoughtful teacher will 
do well to inquire into the attitude of the parents 
toward this useful art. Many times it means lev¬ 
erage for the teacher. In case the pupil is old 
enough to realize a motive for improving, the in¬ 
fluence of the teacher alone may be sufficient. On 
the other hand, the boy frequently decides to fol¬ 
low the occupation or trade of his father, without 
regard to capacity or aptitude. Vocational guid¬ 
ance is essential. 

In the consideration of this subject, by parents, 
superintendents, principals, and teachers, let us 
not forget that we are living in a rapidly changing 
age, that we should ever be on the alert to study 
the present day needs, and that an open mind is 
essential to progress. 


Chapter Five 


SUITABLE EQUIPMENT AND 
MATERIALS 


TEXT 

When the conclusion has been reached that 
some muscular movement system should be fol¬ 
lowed in order to inculcate the best writing hab¬ 
it, it still remains to select the text. Great care 
should be taken in this. A satisfactory text should 
abound in instructions to be read until fully un¬ 
derstood, and illustrated with a sufficient number 
of models to answer all purposes of visualization. 
The text should be of convenient size; the drills 
and cuts should be arranged in a logical manner. 
The instructions should be in such simple lan¬ 
guage that all pupils can comprehend them. A 
manual with model forms only for the lower 
grades would prove very helpful, the teacher sup¬ 
plying the instruction. First grade pupils should 
write on the blackboard, but only from correct 
models placed there by the teacher in the pres¬ 
ence of the pupils. Many primary grade educa- 


62 


PENMANSHIP 


tors favor no writing in the first grade except 
such as is taught from the board. 

She would be far more than an ordinary teach¬ 
er who could give a class of pupils (without the 
help of a text) the pictures in her own mind in a 
sufficiently clear and vivid manner to result in 
correctly executed work on the part of the pupil. 
Surely all reasonable aids should be given pupils 
in their efforts to learn penmanship. A good text 
is as much needed in this as in any other subject. 
We should laugh at the idea of teaching arithme¬ 
tic or English without the aid of the text; yet 
many good school people seem to think writing 
can be absorbed in some mysterious manner from 
more or less indefinite word pictures and a few 
blackboard copies done in a more or less skillful 
manner. 

Again we hear of schools that arrogate unto 
themselves the right to change the author’s plan, 
or to accept it in part, frequently omitting the 
most important and vital points. There is no 
unity and no consistency in this manner of doing 
things. McMurray’s question and answer along 
this line is pertinent when he says, “What should 
be the attitude of the young student toward the 
authorities that he studies?” The answer is, 
“Certainly, authors are, as a rule, more mature 


EQUIPMENT AND MATERIALS 


63 


and far better informed upon the subjects that 
they discuss than he, otherwise he would not be 
pursuing them.” 

BLACKBOARD AND THE USE OF IT 

Much may be said for and against the use of 
the blackboard. At best, it cannot supplant the 
use of the text. To begin with, the blackboard 
models are liable to be executed hurriedly and 
therefore poorly; and again these models, how¬ 
ever correct, are not seen by all at the same angle. 
A slate or glass board is to be preferred. This 
should be placed low enough for all pupils to 
reach easily. All wall space, including that be¬ 
tween the windows, should be utilized for black¬ 
board. When pupils are copying writing from the 
board the window shades should be adjusted in 
such a manner that the pupils’ eyes do not suffer 
from the glare. 

Good blackboard writing on the part of the 
teacher points its own moral. The teacher has 
less teaching to do. Pupils imitate almost every 
school room procedure from the teacher’s dress 
and mannerisms to her writing. Fortunately it 
is much easier to write well upon the blackboard 
than upon paper and no possible excuse can be 


64 


PENMANSHIP 


offered that will cover poor board writing on the 
part of either teacher or pupil. 

Good work on the board serves as an attraction 
to the subject since the pupils are always inter¬ 
ested in seeing the creation of a skillful hand. It 
is also indispensable in studying the construction 
of letters and r the teacher who can execute freely 
and rapidly at the board possesses a most valu¬ 
able asset. When proper visualization has taken 
place, that is, when the mental photograph has 
been acquired by exposing the lens of the eye suf¬ 
ficiently long, it is well to erase the model or con¬ 
structive lines and refer to the models in the text, 
since these are what the pupil will aim to ap¬ 
proach. All work placed upon the board should 
be in exact harmony with the system in use at 
the writing hour, since example is more than pre¬ 
cept and pupils gain unconsciously by seeing the 
correct forms before them. 

Just as we have pictures that exert a correct 
moral influence hung in the rooms and halls, and 
mottoes containing beautiful sentiments ever be¬ 
fore us, so should we place the correct written 
forms before the pupil. Again, note the effect of 
regular written work done in an incorrect man¬ 
ner ! Pupils will be very apt to draw the conclu¬ 
sion that the models used during the writing les- 



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EQUIPMENT AND MATERIALS 


65 


son and real work are two different matters. Fre¬ 
quently the grade teacher will apologize to the 
supervisor for the appearance of the copy. This 
does not raise her in the estimation of her class, 
but rather calls their attention to her short-com¬ 
ings. By spending a few minutes daily for a 
month any teacher may develop such excellent 
blackboard work that no apologies should be 
necessary. 

Pupils who are discouraged in penmanship will 
find that good results may be obtained very easily 
at the board. They must be taught at the out¬ 
set, however, that the movement at the board and 
that required at the seat is quite different. Form, 
rhythm, and slant should be developed first at the 
board, as these three points are in common. By 
listening to the teacher’s criticism of blackboard 
results, pupils will easily become more critical of 
their own work. 

Points to be observed in a blackboard lesson: 

1. The teacher should be able to make for each 
pupil a correct copy in the presence of the class. 

2. Pupils should stand with the left side turned 
slightly toward the board to insure slant writing, 
and prepare to write as high as the eyes. Make 
movement for the exercises in the air yet almost 
touching the copy first, in order to gain correct 
size and spacing. 


66 


PENMANSHIP 


3. All pupils should write to the teacher’s 
count or dictation. Require much concert work 
at the board. Keep the lips closed and thus avoid 
breathing dust from the crayon. Hold the cray¬ 
on between the thumb, and first and second fin¬ 
gers, allowing the end not in contact with the 
board to extend toward the center of the palm. 

4. Straight strokes and ovals on correct slant 
will serve as a basis upon which to build all let¬ 
ters and words. Pupils should step along with 
the work as it is executed on the board, and thus 
keep correct alignment. 

5. Pupils should be taught to do board work 
carefully, whether it be a writing exercise or reg¬ 
ular work. Develop all difficult new drills at the 
board first. Suppose the class numbers forty; al¬ 
low twenty to pass to the board for a ten minute 
period, if twenty minutes is the time allotted for 
a writing lesson. The groups at the seats should 
be taught to do the counting for or with the teach¬ 
er, also to be alert for all errors in posture, slant 
and form. 

6. It is very important that the line should be 
made strong enough that it may be seen easily 
from the rear of the room without eye strain. The 
writing should be large enough to be seen easily 
from any point in the room. 


EQUIPMENT AND MATERIALS 


67 


7. When erasing use a downward stroke. Lift 
the eraser on the upward stroke. This allows the 
dust to drop in the trough; a good signal is, 
“Erase,” “Lift,” “Erase,” “Lift,” or “Down,” 
“Lift,” “Down,” “Lift.” 

PAPER 

“A workman is known by his tools.” It is as 
essential that good material be supplied for the 
penmanship as that any other department be well 
supplied as regards quality and quantity. Not 
only should good paper, pencils, pens and ink be 
used during the formal lessons each day, but in 
every lesson wherein writing is used to carry on 
the other work. Permit no scribbling, utilize ev¬ 
ery line, keep paper in neat folders; thus econo¬ 
mize in the right manner, and not by the purchase 
of poor equipment, which is an irritation to 
teacher and pupil alike. The difference in cost 
of good and poor material is slight when com¬ 
pared with the results. 

Paper should be of such quality that the pen 
will not pick up the fiber and cause blots. The 
proper ruling for penmanship paper is three- 
eighths of an inch (26 points). Size of letters 
and space between letters will be more easily de- 


68 


PENMANSHIP 


veloped by the use of the ruling suggested than 
by the use of unruled paper. Only in upper grades 
where good work obtains should an attempt be 
made to use unruled paper for the writing lesson. 
Size of sheets for lower grades should be not more 
than six by eight inches. Upper grades may use 
a sheet eight by ten and one-half inches. Writing 
on thick tablets should not be permitted. Use 
loose sheets of paper, always having the top sheet 
padded by one or two extra ones beneath to save 
wearing the penpoint needlessly. 

FOLDERS 

Each pupil should have a heavy paper folder 
in which to keep all writing material. The use 
of such a folder saves much time in the passing 
of material. 


PENCILS 

If pencils are used in the first or second grade 
they should be large, and cylindrical in form 
(never octagonal), and of medium soft lead. The 
writing period should not be taken up with the 
sharpening of pencils. Erasers should not be al¬ 
lowed. Lead pencils are not at best conducive 


EQUIPMENT AND MATERIALS 


69 


to movement beyond the ovals and strokes. The 
use of the cheap tablet, the bane of the teacher’s 
life, and the poor quality lead pencil do much to 
hinder application of the correct writing habit in 
the lower grades. 


PENS 

A coarse, flexible pen (never a fountain or a 
stub pen) should be used by all teachers of mus¬ 
cular movement writing. Pens are dipped in oil 
before being boxed; for that reason when taking 
a new pen it is best to dampen it and remove the 
oil. Many a blot will be saved by so doing. Dip 
in the ink until the hole in the pen is partly or 
entirely filled with ink. When touching to the 
paper, be sure that both nibs come in contact, and 
are made to wear evenly. Each pupil should have 
his own pencil or pen, for sanitary reasons, as 
well as because no two persons wear a pen in ex¬ 
actly the same manner. After the lesson is end¬ 
ed the pen should be wiped on a penwiper. Re¬ 
moving the ink, which contains acid, will cause 
the pen to last longer, and a clean pen will do 
better work than one clogged with sediment. Pu¬ 
pils should never drop the pen to the bottom of 
the inkwell in order to get ink; this ruins the pen- 


70 


PENMANSHIP 


point and causes unnecessary noise. A good 
penpoint should last from eight to fourteen hours 
or longer if properly treated. Inkwells should be 
filled frequently. 


PENHOLDER 

A penholder of wood, or one tipped with cork, 
is preferred. No learner should be permitted to 
use a metal tipped penholder. On account of the 
pressure that must be exerted in order to keep the 
metal penholder from slipping, proper relaxation 
of the the hand cannot take place. Frequently 
the metal rusts or is so heavy that the penholder 
is a burden to the inexperienced. 

BLOTTER 

Each child should be provided with a blotter. 
It is well to let the ink dry as 1 the pen spreads it 
on the paper except in case of a blot. Many pu¬ 
pils have the habit of taking the blotter in the 
hand and of giving the page a series of slaps with 
it, in quick succession; instead of taking up the 
ink this merely blurs the page. The correct way 
is to place the blotter on the line, give it an even 
pressure, and lift it, never moving it while the 
pressure is being applied. 


EQUIPMENT AND MATERIALS 


71 


INK 

Use the best fluid ink obtainable. Ink made 
from crystals or powder is less satisfactory. It 
should be dark blue or black and flow freely. 
Bottles and inkwells should be kept closed when 
not in use. If the air is excluded the ink does not 
thicken. Occasionally water may be added, but 
great care must be taken in reducing ink that it 
be not made too thin. 

ECONOMY IN THE USE OF MATERIAL 

School boards and officials are generally will¬ 
ing to procure good supplies if economy is prac¬ 
ticed in the use of them. For the sake of uni¬ 
formity, and that every child may have an equal 
chance, it is advisable for the school to furnish all 
material for writing. Pupils frequently do not 
use proper discrimination in their purchases, 
when the matter of supplies is left to them. 

Lastly, it is a mistake to think that good re¬ 
sults can be obtained with poor material. In 
building any structure that we hope to last a life¬ 
time we are careful to supply ourselves with the 
best of material. This principle applies in rear¬ 
ing the penmanship structure. 


Chapter Six 

SOME WORKABLE SUGGESTIONS 


HOW TO STUDY 

Observe the board demonstration. Trace text 
correctly: Capitals twelve times, words six times 
and sentences three times, at correct speed. Write 
at correct speed one-half minute, one minute, or 
two minutes as required. Compare with models. 
Test and grade. 

How to study capital letters: Height, three- 
fourths space high; slant, same as strokes; width, 
wider or narrower than single ovals; beginning 
stroke, how and where; end stroke, how and 
where; speed of letter studied; name a variety of 
counts and select the most pleasing; analogy to 
other letters; name as many points as can be ob¬ 
served that are peculiar to the letter under dis¬ 
cussion. 

How to study words and sentences: Slant must 
be the same as strokes; letters must be of uniform 
height; space between letters uniform and equal 
to an oval of the same relative size as the small 


WORKABLE SUGGESTIONS 


73 


letter; end strokes curve upward; beginning 
strokes start under end of strokes of previous 
word; study especially the most difficult letter. 

HOW TO MOVE AND SLANT THE PAPER 

Check each line for capitals into thirds, place 
four or five letters in a third; move paper to the 
left about two inches at each check mark, at the 
same time say aloud, “Move.” At the end of the 
line say, “New line.” This should be the inva¬ 
riable rule during the concert count. This makes 
for uniformity of slant; it gives the class a chance 
to help, and relieves the teacher. In making four 
hundred ovals, say “Move,” at each quarter. 
Slant the paper so that the line written upon runs 
from corner to corner of the desk. 

Second grade: Check in middle, and move 
paper once only. Second and third grades make 
two hundred ovals and strokes per line. 

BLACKBOARD WORK OF THE PUPILS 

(Explained in detail in Chapter Five.) Pupils 
affected: first and second grades especially. On 
Monday all poor writers in any grade work at the 


74 


PENMANSHIP 


board and perfect the new letters or sentence for 
the week. Suggested procedure for any grade: 

Place a model (two in lower grades) for each 
pupil. 

Demonstrate briefly the letter. 

Class face board, trace with right forefinger, 
teacher and class counting. 

Trace with chalk, six or more times. Erase. 

Make drill to count. 

Class criticize and answer questions. 

Introduce simple test lines to prove to class 
that work measures up to standard. 

Personal help. 

Upper grade pupils should not spend more than 
one-half to two-thirds of the period at the board, 
then they should go directly to seats and make the 
good forms just learned function on paper. In all 
applied work at the board, hold pupils equally 
as responsible for correct forms and neat legible 
writing as in seat writing. 

Position at the board: Turn the left side slight¬ 
ly toward the board, allow left hand to hang or to 
hold the eraser. Write as high as the eyes. Use 
signal, “Stand erect,” “Turn,” “Face,” “Down”; 
the last signal to be given when the teacher de¬ 
sires to see all the work at the board. 

Good line quality is largely the result of work- 


WORKABLE SUGGESTIONS 


75 


ing at correct speed throughout the drill period, 
for by so doing even pressure is exerted, and 
pleasing quality is: the result. 

The eraser should be drawn downward from 
the top line to the groove, holding it parallel with 
the groove. This permits the chalk dust to fall 
where it should. Lift the eraser and repeat, al¬ 
ways drawing from the top line downward. 


NAME CARDS 


By the fifth week of school, name cards should 
be provided for each pupil. Paste at the ends in 
front or back of the compendium. (Pasted in 
this way they may be easily removed.) Trace 
names daily at the seats. 

First grade children trace names daily at the 
board until they can be legibly written. 


FIGURES 

Figures are to be practiced daily by making 
from one to two lines of the date. Figures are 
one-half space high in the first four grades, one- 
third space high in the remaining grades. 


76 


PENMANSHIP 


ALPHABET 

The alphabet should have a place on the board 
in each room by the end of the first week of 
school. It will prove very convenient if the speed 
for each letter is placed near in small figures. 
New and unqualified teachers may ask the super¬ 
visor to place the alphabet on the board the first 
term. 


ENDURANCE TESTS 

Pupils should be taught to compare their work 
frequently with the standard penmanship chart, 
a copy of which should be on the wall of each 
room. In this way they are able to rate them¬ 
selves for quality. Before the end of the first 
term pupils should be able to endure a dictation 
of words or sentences for one minute, at the prop¬ 
er speed, with ease and in good posture and with 
fairly good forms. The seventh month should 
find them able to take a two minute endurance 
test with greater ease and better forms. 

THE “z” GROUP 

The Z group in first and second grades should 
receive proper consideration. Above the 2 B it 


WORKABLE SUGGESTIONS 


77 


has been demonstrated that the Z classes, so far 
as writing is concerned, are not far behind others 
in their work. When necessary, cut the content, 
lower the speed, repeat more often your instruc¬ 
tions, count more, and expect less perfection in 
form. 


OBJECTIVES IN GOOD WRITING HABITS 

Good posture: health, appearance, efficiency. 

Speed: For accuracy and efficiency, both prac¬ 
tical needs. 

Spacing: To relieve the eye, and make easy 
reading. 

Slant: To make writing attractive and easy to 
read. 

Neatness: To further a civic need. 

Tracing: To visualize and thereby assist in ac¬ 
quiring correct form. 

Movement drills: Ovals for curves, strokes for 
slant, small letters for traveling movement. 

PROGRESS LESSON 

Time: Friday or the last lesson of the week. 

Conditions: Class must know how to study. 
Class must work fairly well independently. Class 
must have had all drills demonstrated. 


78 


PENMANSHIP 


Method: Place problems on the board, num¬ 
bered, not less than two nor more than four, un¬ 
less the class is very efficient. Each pupil starts 
with No. 1. Teacher passes down aisle, gives a 
progress check if work is satisfactory, if not, a 
criticism. (A rubber stamp marked “Improving” 
is very effective.) If checked, pupil takes next 
drill; if not he practices the same drill until the 
teacher comes again. In a fifteen minute period 
the teacher can- check up the room at least three 
times. Those who receive a check every time re¬ 
ceive special recognition. 

Object: To encourage initiative; to impress 
upon each pupil his rank in the writing game; 
to crystallize the week’s work; to give each pupil 
an opportunity for individual help. 

SEGREGATION 

(Explained in detail in Chapter Two.) The 
teaching of penmanship is less laborious and 
more effective when the poor writers are sepa¬ 
rated from the good writers. Many pupils need 
no individual help, but follow oral instructions 
easily. They should be allowed to do so, since 
independent effort will develop judgment, initi¬ 
ative, industry, and an appreciation of how to 


WORKABLE SUGGESTIONS 


79 


“play the game square.” The segregation of the 
poor writers in rows economizes the teacher’s 
time and energy in passing about the room, and 
ultimately allows each pupil to practice upon the 
drill he most needs. While the poor writers 
should never be considered in disgrace, a legiti¬ 
mate aim should be to get into the good division 
on the regular promotion day, preferably Friday. 

Segregation is especially desirable for board 
work, since it economizes the time and energy of 
the teacher to a marked degree. 


LINE QUALITY 


At the seat: Make not less than 200 solid two- 
space ovals or strokes with one dip of ink. This 
will make for neatness. Allow no strike-overs, 
i. e., patched lines. Correct position of the hand, 
correct speed, a limited amount of ink, and a good 
movement are the surest remedies for neatness 
and good line quality. Always use two sheets of 
paper in order to obtain the best line quality and 
save the pen. Hold pen with hole on top so that 
both nibs touch the paper, in order to secure even 
quality. Hold pen or pencil lightly enough that 
it may be slipped out easily from the hand. 


80 


PENMANSHIP 


SAMPLES 

Monthly samples have a place in and above the 
third grade. Make two or more samples on the 
15th of each month, during the writing period. 
Select the best one and place in the manila en¬ 
velope provided for this purpose only. Place 
name of pupil on envelope. Collect at the close 
of the period. Place rubber band around them 
and file in your desk. 

Object: Teachers may judge the effectiveness 
of their instruction; pupils may observe their own 
improvement; the grade of the pupil is to be par¬ 
tially based on this work; the supervisor may be 
able to advise constructively; the pupil has an 
opportunity to compete with himself. 

Procedure: Have paper cut, and sample on 
board, memorized. Give warming up exercises 
of ovals, capital, name, and small o exercise. 
Consume five or more minutes in this way. Use 
your watch, time the class. Record the speed on 
the sample. After each sample, relax. Make 
two or three, as time permits. Select the best. 
Discard others. Open sample envelopes, com¬ 
pare with sample of month before. Give a check 
of honor to all who have improved to a marked 
degree. The first month, check for better move- 


WORKABLE SUGGESTIONS 


81 


ment, neatness and light line; second month, size, 
etc. Always hold for all points before consid¬ 
ered. Tell class at end of checking what in gen¬ 
eral you see they need, and keep that in mind 
during the month. Count the pupils who have 
two samples and those who receive checks, ascer¬ 
tain your per cent of improvement and record it 
for reference next month. Collect sample envel¬ 
opes and file in your desk. 

Caution: There is no objection to the giving of 
a day of practice to the matter contained in the 
sample during the month if the time permits; in 
fact, this would be helpful. However, on the 
15th, the allotted time only should be allowed for 
writing the sample, which should proceed in gen¬ 
eral as above outlined. 

Standard: Third and fourth grades attain 
50% improvement each month. Fifth and sixth 
grades should attain 66% improvement each 
month. Seventh and eighth grades should attain 
75% improvement each month. 

PREPARATION FOR REGULAR VISIT OF THE 
SUPERVISOR 

First grade: Two models for every child at 
board. 


82 


PENMANSHIP 


Second grade: After the second month a writ¬ 
ing lesson saved from the previous week; after the 
third month, a spelling lesson. 

Third, fourth, fifth, sixth, seventh, eighth and 
ninth grades: Have on the desk ready for grading, 
the following: samples, spelling paper, language 
paper. 

Give pupils an opportunity to see that all work 
to be inspected is ready the day previous to the 
supervisor’s visit. (For ordinary lessons one 
minute is ample time for preparation if folders are 
kept in good order.) Placing one lesson of the 
applied work in the folio each week, from which 
the final selection is to be made, will serve to keep 
the work uniformly good. This would also pro¬ 
vide specimens for those who might be absent for 
a particular lesson written expressly for this 
purpose. 


DESK ARRANGEMENT 


Aisle 


Oct. Spell. 

Sept. Sample 

Oct. Lang. 

Oct. Sample 


Sept. Sample 

Oct. Spell. 

Oct. Sample 

Oct. Lang. 





WORKABLE SUGGESTIONS 


83 


COUNTING 

In counting for words repeat the letters at cor¬ 
rect speed, sentences likewise, using great care 
that the finish is within the time limit. In pro¬ 
nouncing spelling words to be used during pen¬ 
manship drill, always require the class to repeat 
the words after you before writing. A short dic¬ 
tated sentence should be managed the same way. 

USE OF THE TIMEPIECE 

This is as necessary to the good teacher of pen¬ 
manship as is the blackboard. By its use is ob¬ 
tained correct speed, alertness on the part of the 
teacher, good movement because never too slow, 
more rhythmical counting, and more practice ac¬ 
complished. Use the second hand daily, until 
counting becomes automatic and goes forward 
with the right kind of speed at all times. 

AWARDS 

Honor rolls, buttons, certificates, pennants, 
cups, etc., prove a great incentive. All competi¬ 
tion should be carried on in a friendly manner. 


84 


PENMANSHIP 


USE OF STANDARD PENMANSHIP TESTS 

The research department may very profitably 
apply the standard tests throughout the city twice 
yearly, tabulate the results and publish them to 
teachers. From these findings, principals, super¬ 
visors, and teachers will be able to determine 
what the weaknesses are and find a remedy for 
them. 


Chapter Seven 


SUGGESTIONS FOR THE GRADES, JUN¬ 
IOR AND SENIOR HIGH SCHOOLS 


A GENERAL, NOT A SPECIFIC PLAN 

In suggesting this plan no endeavor has been 
made to be definite, except in a few essentials. 
Writing texts and conditions in schools differ so 
greatly that this would be impossible. An effort 
has been made to build up from the first grade to 
the last a general plan of a logical character. 
Many suggestions made for the second and third 
grades could wisely be put into operation, in part, 
in the higher grades. It is assumed first that the 
muscular movement method has been adopted 
and that each child has the use of a manual, since 
that is the only condition under which an adap¬ 
tation of these suggestions would be advisable. 
This bird’s eye view of the subject is not to be 
considered in any respect a “system” of writing, 
in text book phraseology. 

It will be impossible to advantageously adapt 
the suggested plan unless a comprehensive knowl- 


86 


PENMANSHIP 


edge of muscular movement has already been 
gained through actual practice on the part of the 
teacher. 


FIRST GRADE 

Child nature is spontaneous, active, restless. 
It prefers objects to subjects, expression to re¬ 
pression and generality to detail. Writing is a 
slow and laborious method of expression com¬ 
pared to speech, and therefore not well suited to 
childhood. More oral, and less written language 
should be given primary grades. But so long as 
writing seems a necessary part of primary educa¬ 
tion, it should be taught in the most rational 
manner. To do this, it is necessary to consider 
the child, its capacity to acquire knowledge and 
skill, and its future welfare, as concerns health 
and handwriting. 

One very noticeable feature about the activity 
of childhood is the exercise of the larger muscles 
which it invariably involves. The movements 
are of the whole body, and not of mere portions 
of it. The fundamental muscles and not the deli¬ 
cate and finely coordinated muscles are employed 
in all their movements. Such muscles (the ac¬ 
cessory) as are engaged in fine writing, drawing 


THE GRADES AND HIGH SCHOOL 


87 


and sewing are developed later. Especially is 
this true of the muscles of the eye. Ignorance of 
these facts has led to mistakes in training. 

The wise teacher will not compel or permit 
young pupils to follow a fine copy in writing, but 
will encourage them to use the blackboard where 
abundant opportunity will be given for exercising 
the larger muscles. Proper regard for the future 
usefulness of the eyes of the child certainly re¬ 
quires that a departure be made from the method 
now prevalent of requiring so much written work. 

Childhood has been called the language period 
par excellence, but this statement has reference to 
oral and not written forms of speech. Every 
teacher knows how easily and rapidly the child 
gains a vocabulary at this stage. He learns lan¬ 
guage by imitation, and the whole epoch of child¬ 
hood is, as psychology teaches, and William 
Wordsworth expresses it, “one endless imita¬ 
tion.” It therefore behooves the teacher to neg¬ 
lect, if anything, reading and writing during the 
early stage of childhood, and make play and 
story telling the predominant work in the years 
preceding eight. 

One of the most difficult as well as one of the 
most interesting problems that confronts every 
first grade teacher is what and how much of writ- 


PENMANSHIP 


ing we shall do in the first year. Shall we use all 
our time teaching form? Shall we teach move¬ 
ment work entirely and let form alone? Or shall 
we try a combination of both? 

It is unfortunate that many of the courses of 
study which we must follow state specifically that 
when the pupils leave the first grade they must be 
able to write all the small letters, capital letters, 
words and sentences on paper. Some courses de¬ 
mand that pupils must do a certain amount of 
copying. This is very unfortunate, because in 
trying to fulfill the requirements of such a course 
of study any means available are often resorted 
to and frequently the methods used are a great 
hindrance to the future development of the child, 
both physically and mentally. 

The following suggestions are offered first 
grade teachers: 

Under proper instruction the pupils will go 
into the next grade with the ability to express 
themselves freely and easily at the blackboard. 
It is quite unnecessary and unpedagogical to 
teach children a habit that in the course of a few 
years must be given up entirely; reference is here 
made to teaching of finger movement in the first 
three grades. 

One B grade aim : To introduce pupils in this 


THE GRADES AND HIGH SCHOOL 


89 


grade to all small letters in short words. To at¬ 
tain an average speed of thirty letters per minute. 

One A grade aim : To introduce pupils in this 
grade to all capital letter forms in families. To 
review all small letters in words and sentences. 
To attain a speed of thirty-five letters per min¬ 
ute. To give pupils by the end of the term, a tool 
for handling spelling and language in a satisfac¬ 
tory manner at the blackboard. 

Material : Compendium (optional), crayon, 
eraser. The blackboard should be ruled with lines 
four inches apart beginning at the bottom and 
extending six lines in height. Eighteen to twenty 
inches is sufficient board space for each child. 
More practice and correspondingly better results 
follow when the entire class is at the board at 
one time. 

Length of lesson : Fifteen minutes daily, five 
times per week. Place the period early in the 
day or just before spelling so that it may func¬ 
tion. Writing is an inter-recitation activity. 
Practicing the daily lesson will be found very 
profitable. 

Demonstration : Each drill should be demon¬ 
strated briefly from one to three times each day 
of presentation. Blackboard models for tracing 
should be provided for each pupil daily. Good 


90 


PENMANSHIP 


models are a necessity because of the inconven¬ 
ience of using compendiums at the board. 

Distribution of time to subject matter : At the 
beginning of each term devote one-half to one- 
third of the lesson to movement drill. Tracing 
and writing consume the remainder of the period. 
As skill increases reduce the amount of time to 
one minute on movement drill and divide the re¬ 
mainder equally between words and sentences. 
The board should be filled ten times during one 
lesson. One A children should fill the board once 
daily with the figure represented in the current 
date. 

Names : Pupils should write their names as 
early as possible in the term. After the capital 
“I” has been mastered use the following form 
for name practice: “I am (name).” 

Z Group : This group proceeds at a slower rate 
of speed, attaining at the end of the year scarcely 
thirty letters per minute. More frequent dem¬ 
onstration is necessary. Use as many two-letter 
words as possible. Select words from the read¬ 
ing as far as practicable. More blackboard work, 
tracing and rhythmic drill are necessary than in 
other classes. 


THE GRADES AND HIGH SCHOOL 


91 


SECOND GRADE 

Primary teachers are frequently opposed to 
muscular movement because it is wholly impos¬ 
sible to obtain the same uniform work (which is 
really only useless drawing) as can be obtained 
by the finger movement plan. Not until prin¬ 
cipals, primary supervisors, and superintendents 
are willing to tell their primary teachers that they 
will not look for beautiful written exercises in 
these grades, will the teachers of the first, second, 
and third grades look with favor upon muscular 
movement. 

We do not expect the primary teacher to pro¬ 
duce the finished mathematicians, readers, his¬ 
torians, or penmen, but such work as is accom¬ 
plished should be based on the right foundation. 
The primary teacher should be willing to sacri¬ 
fice her pride in the appearance of written exer¬ 
cises to the demands of the future environment 
of the grown child. In schools where superin¬ 
tendents and teachers insist upon pupils writing 
words or sentences on paper very soon after they 
enter school little or no advancement can be 
made in muscular movement. However, if move¬ 
ment is not taught at an early age much time 
will be wasted when the transition is made, which 


92 


PENMANSHIP 


a few extreme persons say should not take place 
until the fifth year in school. In the latter case 
the pupils have incorrect habits so firmly fixed 
that it takes the remaining years in the elemen¬ 
tary school to learn to write a creditable style. 

Board work may be continued advantageously 
daily in the second grade for a three or four min¬ 
ute period. The writing for the first month might 
very profitably be given over to board training to 
a large extent, retaining only five or six minutes 
daily to teach the physical-training phase of pen¬ 
manship. Relaxation, correct posture of the 
body, feet, hands, and arms at the seat might be 
accomplished during the first month. 

The next step will be to study the hand and 
arm, making the preparatory movement for ovals, 
and strokes with the hand half open and gliding 
on the nails. The five knuckles must be turned 
toward the ceiling. Pupils should make the 
movement freely to the teacher’s count and also 
count for themselves in low tones. The teacher 
might use a book or a thin board to serve as a 
desk, with which to illustrate, in order to estab¬ 
lish the proper relation in the child’s mind con¬ 
cerning the desk and the points of contact. (See 
detailed directions under posture, Chapter Two.) 
Pencil holding is next taught, using the handle 


THE GRADES AND HIGH SCHOOL 


93 


end first, and pointing it half way between the 
shoulder and the elbow. It will take a month or 
more to develop relaxation, correct posture, and 
penholding. 

Aim : First month. To perfect the board writ¬ 
ing. To review all capitals and small letter forms 
in words and sentences, and attain greater flu¬ 
ency and a higher degree of perfection in form. 
To attain a speed of forty letters per minute, the 
standard speed for this grade. To teach the form 
of the letters so well, that in the seat work next 
month when movement is the great problem, form 
may not need to be stressed, but will be a re¬ 
source. 

Second month: To develop relaxation, correct 
posture, movement, and speed sufficient to prevent 
finger movement. To apply these fundamental 
principles to ovals, a few easy capitals,, a limited 
number of words and a few short sentences. To 
make the correct writing habit carry over into the 
spelling by the end of the 2 B grade. 

Comparison: Save one of the pupil’s first les¬ 
sons in both regular and applied work to be com¬ 
pared with later ones. 

Material : Canary paper, cut into half sheets, 
compendium, pencil, folio seven by nine inches. 
Keep only writing material in these folios. 


94 


PENMANSHIP 


Length of lesson : Fifteen minutes daily, five 
times per week. Blackboard practice on the daily 
lesson is suggested as an inter-recitation activity. 
Place the writing period early in the day or prior 
to the spelling in order that it may function in the 
applied work. 

Demonstration : The same directions that are 
given under first grade for ruling boards and 
demonstration procedure will be found useful. 

Z Group : This group proceeds at a slower rate 
of speed than other groups and attains at the end 
of the 2 A a speed of thirty or more letters per 
minute instead of forty. Demonstrate more fre¬ 
quently. Use as many two-letter words as pos¬ 
sible. Select words from the reading as far as 
practicable. More blackboard work, tracing and 
rhythmic drill are necessary than in other classes. 

Distribution of time to subject matter : During 
the first month give the greater part of the writing 
period to movement drills. For the following 
months spend one-half to one-third of the period 
on movement drills, the remainder being divided 
between capital letters and words and sentences. 

Headings : Use the following heading daily, 
placing it on the second blue line. Write on ev- 
eiy line except the first below the heading. Model: 

John Brown, 2 A, Sept. 15, 1924. 


THE GRADES AND HIGH SCHOOL 


95 


THIRD GRADE 

We will assume that all pupils so far advanced 
as the third grade are able to make all the letter 
forms easily and can write words and sentences 
upon the board. They should also be able to 
make straight strokes and ovals, write words, sen¬ 
tences, and the most necessary capitals with the 
right movement, at the seats. In both cases they 
should observe correct posture, slant, speed, uni¬ 
formity, and spacing between words. They should 
recognize the difference between connective lines, 
and observe the following rule for spacing be¬ 
tween letters and words: The space between let¬ 
ters should be the width of the distance between 
the down strokes in small u, the space between 
words should be the entire width of small i. 

Doctor Ayres has proved by comparing many 
specimens that one of the greatest drawbacks to 
legibility rests in the fact that the letters are 
crowded together. It would be better to allow ex¬ 
treme spacing rather than to permit the pupils to 
huddle the letters together using barely half as 
much space between letters as they should. The 
space around the letters relieves the eye of the 
reader, and makes even irregular and crudely 
formed words fairly legible. The pupils who have 


96 


PENMANSHIP 


been well trained in movement can slide easily 
from one letter to another with the right-length 
connective stroke. 

Pupils at the beginning of the third year in 
school will often appear to have forgotten much 
that they have been taught in penmanship, as in 
other subjects. During the vacation the muscles 
have become somewhat tense, therefore relaxing 
exercises should be given frequently in order to 
regain what has been lost. (See directions under 
physical training phase, Chapter Two.) It will be 
well to give at least one week’s practice at the 
board, two short lessons daily. Review the let¬ 
ter forms, ending each lesson with a word. The 
second week have pupils take pens a few minutes 
daily and review ovals and strokes, preliminary 
to writing the exercises that will lead directly to 
word and sentence building. 

Aim : To develop relaxation, correct posture, 
easy movement, sufficient speed to prevent finger 
movement, and to apply these fundamental prin¬ 
ciples to all writing lessons, spelling and copy 
work. The grade is to be based upon whether or 
not the pupil uses the arm movement during pen¬ 
manship, copy work and spelling. Grade “Fail¬ 
ure” if movement is not used as above directed. 
Attain a speed of fifty letters per minute in words 
and sentences. 


THE GRADES AND HIGH SCHOOL 


97 


Material: Compendium, white paper half 
sheets, coarse pen, penholder, ink, penwiper, blot¬ 
ter, manila envelope for sample, folio, seven by 
nine inches, in which penmanship material only 
is to be kept. Teachers should write pupils’ 
names on folios. On Mondays pass enough pa¬ 
per for the week. 

Length of lesson : Fifteen minutes daily, five 
times per week. After correct habits are estab¬ 
lished, encourage home practice. Place the pen¬ 
manship period early in the day or prior to the 
spelling in order that it may function properly. 

Distribution of time to subject matter: During 
the first month give one-half or more of the time 
to good habit formation by use of movement 
drills. For the following months spend one-third 
of the period on ovals, little o f or the like, one- 
third on capital letters, and one-third on words 
and sentences. 

Heading: Place the following heading daily 
on the second blue line. Write on every line ex¬ 
cept the first below the heading. Model: 

John Brown, 3 B, Sept. 15, 1924. 

Sample: Memorize the following sample which 
is to be taken the middle of each month. Model: 


98 


PENMANSHIP 


John Brown, 3 B, Sept. 15, 1924. 

John Doe School 
City, State. 

(Skip a line.) 

I use a free swing 
I use a free swing 
I use a free swing 

FOURTH GRADE 

The demand for more and better written work 
will become practically imperative in the fourth 
year. The child will be able to meet the demand 
because he will have nothing to undo, having 
spent all the time devoted to penmanship in work¬ 
ing on a correct foundation. The efforts may be 
crude. However, technique in the beginning is of 
less importance than that the proper habits may 
be established. It will be necessary for the teach¬ 
er of this grade to require of the pupils all that 
has been required before and to improve upon 
what has been done. 

Aim: To develop relaxation, correct posture, 
easy movement, sufficient speed to prevent finger 
movement and to apply these fundamental prin¬ 
ciples to all writing lessons, spelling, and copy 


THE GRADES AND HIGH SCHOOL 


99 


work. The grade is to be based upon whether or 
not the pupil uses arm movement during the pen¬ 
manship period, copy work, and spelling. Grade 
“Failure” if movement is not used as above di¬ 
rected. Attain a speed of sixty letters per minute 
in words and sentences. 

Materials: Compendium, white paper half 
sheets, coarse pen, penholder, ink, penwiper, blot¬ 
ter, manila envelopes for samples, folio seven by 
nine inches in which writing material only is to 
be kept. Teacher should label folios with name 
of pupil. On Monday pass enough paper for the 
week. 

Length of lesson: Twenty minutes daily, five 
times per week. After correct habits are estab¬ 
lished encourage home practice. Place the writ¬ 
ing period early in the day or prior to the spelling 
in order that it may function properly. 

Distribution of time to subject matter: During 
the first month give one-half or more of the time 
to good habit formation by use of movement 
drills. For the remainder of the year spend one- 
third of the period on ovals, little o drill, and the 
like, one-third on capital letters and one-third on 
words and sentences. 

Heading: Place the following heading daily 
on the second blue line. Write on every line ex¬ 
cept the first below the heading. Model: 


100 


PENMANSHIP 


John Brown, 4 B, Sept. 15, 1924 

Sample : Memorize the following sample which 
is to be made the middle of each month. Model: 

John Brown, 4 B, Sept. 15, 1924 
John Doe School 
City, State 
(Skip a line) 

I use a free swing 
I use a free swing 
I use a free swing 

FIFTH GRADE 

Since pupils in the fifth grade are better devel¬ 
oped mentally and physically than those in the 
preceding grade we may reasonably expect a bet¬ 
ter quality of penmanship from them. In this 
grade especially, pupils should be taught to work 
independently, that is, correctly without the guid¬ 
ance of the teacher. They cannot go on forever 
with a supporting prop. It is marvelous how 
much they will develop if led to become independ¬ 
ent. By way of assisting them, give pupils a 
study plan and a small portion of the lesson time, 
perhaps two minutes, during which time make 
mental note of the points neglected by the major- 


THE GRADES AND HIGH SCHOOL 101 


ity of the class. With this as a basis to work jipon 
make the next lesson strong on the points in 
which the pupils, when working independently, 
seem the weakest. If pupils have established the 
correct habits a half-hour of practice at home or 
at school should not weary them. Many will 
practice longer of their own accord. 

Aim : To develop relaxation, correct posture, 
easy movement, and sufficient speed to prevent 
finger movement and to apply these fundamental 
principles to all penmanship lessons, spelling, 
copy, and dictation work. Grade “Failure” un¬ 
less movement is used as indicated above. Attain 
a speed of seventy letters per minute in words and 
sentences. 

Material : Compendium, full size sheets of 
white paper, ink, blotter, heavy brown folios, nine 
by twelve inches, coarse pen, wooden penholder, 
pen-wiper, manila envelope for samples. Keep 
writing material only in these folios. Teacher 
should label folios with the name of the pupil. 
Monday pass to each pupil enough paper for the 
week. 

Length of lesson : Twenty minutes daily, five 
times per week. Place the writing period early 
in the day or prior to the spelling in order that it 
may function in applied work. 


102 


PENMANSHIP 


Distribution of time to subject matter : During 
the first month spend half or more of the time in 
developing posture, movement, and movement 
drills. After the first month devote to movement 
drills, ovals, little letters and the like, one-third 
to one-fourth of the period; to capital letters, half 
the remaining time; to words or sentences the re¬ 
mainder of the period. 

Heading : Place on the second blue line. Write 
on every line except the first below the heading. 
Model: 

John Brown, 5 B, Sept. 15, 1924 

Sample : Take sample on the middle of each 
month. Memorize. Model: 

John Brown, 5 B, Sept. 15, 1924 
John Doe School 
City, State 
(Skip a line) 

ABCDEFGHIJKLM 
NOPQRSTUVWXYZ 
(Skip a line) 

This is a sample of my best writing 
This is a sample of my best writing 
This is a sample of my best writing 


THE GRADES AND HIGH SCHOOL 103 


SIXTH GRADE 

As classes pass from grade to grade, with each 
member accomplishing what he should according 
to his grade, by the time they reach the sixth, the 
correct writing habit should be firmly fixed. It 
is well to have it so, for now, more than ever be¬ 
fore does the pupil have need of this energy and 
time saving habit. The demands for the appli¬ 
cation of the writing habit are daily growing more 
numerous. 

The penmanship lesson should now be devoted 
largely to further study of good letter forms, pro¬ 
viding pupils automatically use muscular move¬ 
ment. Pupils of this age will now recognize what 
the former training means. They will now be in¬ 
terested because they realize that they have been 
gaining something that will be very useful to 
them. 

Aim : To develop relaxation, correct posture, 
easy movement, and sufficient speed to prevent 
finger movement and to apply fundamental prin¬ 
ciples to all written exercises except arithmetic. 
Grade “Failure” unless movement is used as in¬ 
dicated above. Attain a speed of eighty letters 
per minute in words and sentences. 

The material, length of lesson, distribution of 


104 


PENMANSHIP 


time to subject matter, heading and samples may 
profitably be the same as for the fifth grade. 

SEVENTH GRADE 

In a school where each teacher has done her 
share of the work outlined according to the grade 
it will be observed that the quality of the penman¬ 
ship produced by seventh grade pupils will in 
many cases equal that of adults. Adult learners, 
if they have in previous years used finger move¬ 
ment will have more to overcome* than seventh 
grade pupils. 

It is well at all times to keep the goal in view, 
and gradually work toward it. Never permit pu¬ 
pils to drift. During penmanship lessons fre¬ 
quent comparisons with the models is essential. 
Friendly competition has a place. Let parallel 
grades of the same school or neighboring schools 
compare work. Take into consideration in the 
competition, first, legibility, then time consumed 
for the execution of the exercise, uniformity, 
slant, spacing, size and connecting and ending 
strokes. 

Many pupils no doubt do not use discretion in 
the selection of proper equipment for home work. 
They should realize that the right heights of table 


THE GRADES AND HIGH SCHOOL 105 


and chair mean much for comfort and therefore 
have direct relation to physical endurance. The 
use of the timepiece in order to keep up the right 
speed is an important point. Every exercise in 
the manual practiced at the right rate of speed 
will enable seventh grade pupils to acquire an av¬ 
erage speed of fifteen to eighteen words per min¬ 
ute. Teach each pupil to be systematic in his 
homework as well as at school. 

In this grade it is interesting at times to allow 
a pupil who has a sense of rhythm in penmanship 
well developed to play the piano, selecting a 
march to which the pupils might write certain 
drills. The phonograph may be used to good 
advantage for the purpose of giving variety to the 
drill work. Pupils will enjoy writing the drills 
to the music. They must appreciate more fully 
than ever the fact that each school subject de¬ 
pends to a great extent upon others, penmanship 
being no exception. The sense of rhythm which 
should come from the study of music will often be 
the inspiration that will move pupils to the right 
speed when everything else fails. When pupils 
write to the rhythm produced by their own voices, 
such as concert counting, relaxation of the mus¬ 
cles takes place easily. 

It has proven very satisfactory to appoint a cap- 


106 


PENMANSHIP 


tain, perhaps the best penman in the row, to do 
the counting for the preliminary drills with which 
each lesson should begin. This relieves the teach¬ 
er of useless voice work and helps to develop ini¬ 
tiative on the part of the pupils. It will be neces¬ 
sary for pupils who do this work to count exactly 
right, first with the teacher, and later alone. They 
should next learn to count and work at the same 
time . 

Finally, pupils may well observe all the sugges¬ 
tions made in previous grades. They should, 
however, be able to produce much more finished 
results than in the previous grade. 

Aim: To develop relaxation, correct posture, 
easy movement, sufficient speed to prevent finger 
movement, and to apply these fundamental prin¬ 
ciples to all written exercises. Grade “Failure” 
unless movement is applied as indicated above. 
Attain a speed of ninety letters in words and sen¬ 
tences. 

Length of lesson : Twenty minutes daily, three 
to five times per week. The material, distribu¬ 
tion of time to subject matter, heading and sam¬ 
ples may profitably be the same as for the fifth 
grade. 


THE GRADES AND HIGH SCHOOL 107 


EIGHTH GRADE 

It now remains for the eighth grade teacher to 
receive the pupils who have been for the last sev¬ 
en years building among other useful habits the 
penmanship structure. The writing is perhaps 
one of the first subjects to be criticized or com¬ 
mented upon when the class is promoted. The 
evidence will be plainly for or against it. 

It is a common occurrence for a piano pupil 
after discontinuing practice to refuse to perform. 
An athlete out of practice is an awkward figure 
when getting back into form. Therefore, as pen¬ 
manship is applied physical training it is not sur¬ 
prising that pupils who do not keep up practice 
to a reasonable extent soon lose skill. If the daily 
practice must be application to other subjects, 
and not drill work, great care should be exercised 
to make conditions favorable for the retention of 
the correct penmanship habit. 

It should be the privilege and duty of the pu¬ 
pils of this grade so far as possible to place all 
problems, etc., on the board for the teacher. Pu¬ 
pils of this age should be given every opportunity 
to use their good penmanship in any and all kinds 
of clerical work. They like to feel that they are 
helpful, and this spirit should be fostered. It is 


108 


PENMANSHIP 


a saving of the teacher’s time and strength, and 
impresses pupils with the practical value of good 
writing. 

As these pupils pass through the junior high 
school, the senior high school, commercial col¬ 
leges or universities and out into the actual busi¬ 
ness world, they will take on that individuality 
in penmanship which suits best. The appearance 
of their writing will be considerably modified 
owing to the different conditions under which 
each one performs his tasks. This is a matter of 
minor importance. 

The important question for each teacher and 
each pupil to answer in the affirmative is this: Is 
the writing habit acquired in the grades the cor¬ 
rect one? The crown of all the efforts should be 
an energy and time saving manner of writing that 
will be entirely readable. 

Aim: To develop relaxation, correct posture, 
easy movement, sufficient speed to prevent finger 
movement and to apply these fundamental prin¬ 
ciples to all written exercises. Grade “Failure” 
unless movement is applied as indicated above. 
Attain a speed of one hundred letters in words 
and sentences. 

Length of lesson : See seventh grade. 

The material, distribution of time to subject 


THE GRADES AND HIGH SCHOOL 109 


matter, heading and samples may profitably be 
the same as for the three preceding grades. 

JUNIOR HIGH SCHOOL 

When the seventh, eighth, and ninth grades are 
set off by themselves and take the name of Junior 
High School, conditions are somewhat different 
than when they remain a part of the grade sys¬ 
tem. 

The ideals of the schools differ, as they should, 
in some respects. A most striking difference is 
that a greater freedom in the choice of subjects is 
made possible in the junior high school. 

The tool subjects are wisely still obligatory 
and penmanship should be pursued until mas¬ 
tered sufficiently well to be a resource and not a 
liability in carrying on other subjects. 

Aim : To perfect penmanship as a tool for 
school work and to impress those who plan to 
enter upon business careers at the end of the 
ninth year with the fact that they should be espe¬ 
cially serious in penmanship preparation. 

Material : Similar to that suggested for pre¬ 
ceding grades. 

Required subject : Penmanship should be re¬ 
quired through the seventh grade and of all 


110 


PENMANSHIP 


eighth grade pupils who cannot meet a reason¬ 
ably high standard previously agreed upon by the 
principal, supervisor, and teachers. 

Administration of tests : These should be given 
several weeks before the end of each semester in 
order to permit pupils who have not reached the 
standard set to include penmanship in their pro¬ 
grams. 

Ninth grade pupils who are specializing in 
commercial subjects should have an opportunity 
for daily drill in penmanship in order to perfect 
their work to a higher degree. The materials, 
distribution of time to subject matter, form for 
headings, and samples may profitably be similar 
to that suggested for former grades. 

The junior high teacher does not have the same 
opportunity that the grade teacher enjoys fot the 
observation of results unless it is so arranged that 
the penmanship teacher handles spelling also. In 
such a case by using tact, firmness and some in¬ 
vention this period of application may prove al¬ 
most or quite as valuable to the acquisition of the 
correct writing habit as the time devoted to the 
learning of the drills. 


THE GRADES AND HIGH SCHOOL 111 


SENIOR HIGH SCHOOL 

Theoretically, students in the senior high school 
should not find it necessary to pursue penman¬ 
ship for acquisition as a tool, but practically, we 
find many who are so unskilled in this subject 
that it is necessary to make provision for them. 

In any senior high school we may have pupils 
who have not had the advantages of a good foun¬ 
dation in the grades or in junior high. Again, 
there are those who acquire manual dexterity 
with great difficulty. Lastly, we have great num¬ 
bers that are qualifying for commercial lines. The 
needs of all must be met. (Discussed more fully 
in Chapter One.) 

Aim : To provide every student who leaves the 
senior high school with a good working tool for 
business or college. No possible excuse should be 
offered in place of a good handwriting by a senior 
high school graduate who has had the opportu¬ 
nity to qualify. 

Materials : Similar to those in the junior high 
school. 

Required subject : Penmanship should be re¬ 
quired of all who cannot meet a reasonably high 
standard agreed upon by principal, supervisor, 
and teachers. Commercial students should qual¬ 
ify to a much higher degree than others. 


112 


PENMANSHIP 


The administrations of tests, distribution of 
time to subject matter, samples, may well be car¬ 
ried on in a manner similar to that suggested for 
the upper grades and junior high school. 


Chapter Eight 


SUPERVISION AND THE PENMANSHIP 
SUPERVISOR 


SUPERVISION IN THE PAST 

Supervision had its rise in the early 70’s we 
are told. At that time educators began to follow 
to some extent the example of the world of indus¬ 
try. Lotus D. Coffman gives us as a humorous 
definition of the function of the early supervisor 
the following: “The business of a supervisor is 
to cast a genial influence over the schools, but 
otherwise he is not to interfere with the work of 
the schools.” 

Supervision is evolving, and the definition of 
today may need to be revised tomorrow. At pres¬ 
ent a supervisor represents the superintendent in 
certain well defined lines. As a principal he may 
have charge of a building. He may have charge 
of two or more subjects in a smaller city. He may 
have charge of one subject in a city, county, or 
state. 


114 


PENMANSHIP 


FUNCTION OF THE SUPERVISOR 

The first function of a supervisor is generally 
acknowledged to be improvement in classroom 
teaching. Let us place second the responsibility 
for a suitable course of study (in penmanship the 
selection of the text), and third, responsibility 
for standard methods whereby results may be 
measured. 

LEADERSHIP A PRIME QUALIFICATION 

Broad constructive leadership is the prime req¬ 
uisite for one who would take upon himself the 
arduous duties of supervisor, be it of one subject 
or of many. Each candidate should subject him¬ 
self to a rigorous self-rating process before taking 
up supervision, and those in service should con¬ 
tinue to look within. Many a situation would be 
saved to leadership and society if all who term 
themselves supervisors or even expect to some day 
become such would turn the white light of inspec¬ 
tion upon themselves. It is not going too far to 
say that the prospective supervisor before launch¬ 
ing himself should take unstinting pains to diag¬ 
nose his ability as a leader. 


SUPERVISION AND THE SUPERVISOR 115 


PERSONALITY A NECESSARY QUALIFICATION 

Supervisory positions are like others in that 
two main qualities are essential, namely, desir¬ 
able personality and sufficient preparation. These 
essentials must be fairly well balanced in the per¬ 
son who is a candidate for a supervisory office. 
We are familiar with the type of supervisor who, 
though largely lacking scholastic attainments, is 
so pleasing as to give a certain desirable kind of 
service and who is therefore retained year after 
year. Compare such a supervisor with the re¬ 
verse, the one who has all the professional degrees 
obtainable but who lacks the human touch. Nei¬ 
ther type is entirely qualified. 

Teachers are good judges. Consult almost any 
teacher-made list for desirable qualities, and you 
will find that the points that make up a desirable 
personality are given preference to scholarship 
and other phases of preparation. 

Genuine leaders are always on the alert to im¬ 
prove themselves. When leaders are kind, con¬ 
stantly courteous, permit initiative, keep in¬ 
formed on current movements, exhibit tact, show 
industry, self-control, are optimistic, reliable, 
courageous, just, open-minded, progressive, sin¬ 
cere, tolerant; then, and then only, shall we cease 


116 


PENMANSHIP 


to hear teachers speak of the worthlessness of su¬ 
pervision. (Perhaps poor supervision has been a 
large factor in fostering poor teaching.) 

Physical strength to meet the numerous de¬ 
mands is an essential. Desirable, in fact, neces¬ 
sary requisites are pleasing manners, such as 
poise, refinement, good speaking voice, and self 
possession. The exercise of good taste in the mat¬ 
ter of correct and tasteful clothing goes far toward 
obtaining and holding the respect of those with 
whom a supervisor comes in contact. Dress 
should be simple and appropriate, of excellent 
quality, and not too striking. It has been the ob¬ 
servation of the writer that supervisors, both men 
and women frequently use such excruciatingly 
bad taste in the matter of apparel that those who 
come in contact with them are very unfavorably 
impressed. It does not take a great deal of imag¬ 
ination to realize why the “celluloid collar man” 
and the “overdressed” or “home made” woman is 
not a welcome adjunct in the classroom or at 
neighborhood gatherings. 

BROAD PREPARATION INDISPENSABLE 
TO THE SUPERVISOR 

In the not distant past special-subject super¬ 
visors found it possible to qualify with no further 


SUPERVISION AND THE SUPERVISOR 117 


general preparation than a high school diploma 
and a summer session or two at some higher in¬ 
stitution. This is now legally impossible in many 
states and wisely so. A general college course is 
desirable, and particularly so since supervisors 
are apt to have occasion to direct teachers who 
have had such training. Supervisors are criti¬ 
cized, often justly, for being narrow and knowing 
only one subject. Older supervisors should avail 
themselves of the many opportunities for profes¬ 
sional growth. 

In addition to being a graduate of high school 
and college a supervisor of a special subject 
should have special training and practice teach¬ 
ing along the line that he is supervising. Grad¬ 
uate work on the part of the general supervisor 
as the years go by is becoming almost a necessity. 

Travel is an essential part of education. It is 
not putting it too strongly to say that all supervis¬ 
ors should spend a part of nearly every summer 
in travel or at some university. Exception may 
be made of those who are called upon to contrib¬ 
ute to some higher institution as instructors. 

Every year worthy new educational books 
come from the press, and many worth-while ar¬ 
ticles are published in educational journals. Su¬ 
pervisors who have a real message should be will- 


118 


PENMANSHIP 


ing to contribute to these journals. By working 
out such articles the authors clarify their own 
ideas and inspire their fellow workers. Careful 
reading of educational journals is bound to keep 
special-subject supervisors aware of the general 
trend of education. Technical journals should 
each month find their way to the desk of the su¬ 
pervisor of special subjects. 

It is assumed that no person would be unwise 
enough to attempt any sort of supervision before 
having served a probationary term in the grades 
and if possible in high school. This gives the 
proper background for effective supervision. The 
best supervisors are always in a process of prep¬ 
aration and each year adds its quota of experi¬ 
ence, rounding off here, burnishing up there, 
softening a high light of deficiency and blending 
all into a more helpful and desirable whole. 

CONTINUAL PREPARATION ESSENTIAL 

Let us assume that a person with such a per¬ 
sonality and scholarship as was mentioned earlier 
in this chapter is now launched in a supervisory 
position. That person does not cease his prepara¬ 
tion but rather continues it along practical lines 
which may include some or all of the features 
that are mentioned below. 


SUPERVISION AND THE SUPERVISOR 119 


The supervisor who has a sound knowledge of 
educational method will be able to improve class 
room teaching and this is the primary purpose of 
supervision. 

The course of study is a feature that any super¬ 
visor should be constantly preparing to deal with, 
but mainly in connection with suggestions from 
the teachers who are dealing first hand with the 
children. It is the part of wisdom and justice to 
capitalize the strength of the teaching force, al¬ 
ways giving due credit therefor. 

The supervisor knows how to administer stand¬ 
ard tests, and is prepared to stand by the findings. 
He is willing to point out the need of special edu¬ 
cational treatment in specific cases. He must be 
prepared to place especially talented children in 
their place and without fear. Each child should 
have his opportunity, according to Dr. Virgil 
Dickson. This is real democracy. 

The penmanship supervisor should at any time 
be able to demonstrate his subject with the aid 
of the class for the benefit of the teacher. One 
thing is an essential, however: The supervisor 
must do this in an artistic manner, and vastly 
better than the teacher can do it. Demonstra¬ 
tion lessons are no doubt the most popular help 
that can be rendered to teachers. Teachers like 


120 


PENMANSHIP 


to see how some one else meets the classroom 
problem, and it is a golden time for the supervisor 
to inculcate sound educational principles and 
good practice. 

The supervisor should be prepared to adminis¬ 
ter details such as routine matters, to plan visit¬ 
ing days that are really worth while, to select 
texts, material, etc. 

Supervisors should not only be constantly pre¬ 
paring themselves for greater usefulness but 
should stand ready through courses provided by 
themselves to offer encouragement in extension 
work, worth-while meetings, and in the planning 
of educational exhibits. Such exhibits should be 
kept by the supervisors in order to show new 
teachers what has been attained in former years. 
Standards can easily be made clear in this fashion. 

RATING 

The much discussed problem of rating of teach¬ 
ers, first used in 1896 in Milwaukee, is the cause 
of considerable “grief” among many. We are all 
rated in one way or another, and after all why be 
sensitive about it? A good cure is a self rating 
card, filled in carefully, prayerfully, and then laid 
aside until next self rating day arrives. Self com- 


SUPERVISION AND THE SUPERVISOR 121 


petition is bound to yield good results. Let us 
learn to look in the mirror without flinching. 

Whatever system is used the teacher should 
have a copy of the score card and thereby learn 
upon what qualities to place values. The score 
card is especially valuable for the reason just 
given. No teacher should rise or fall on the 
strength of one rating, or on the strength of the 
rating of one person. Boice, Elliott and Rugg 
have all contributed much in the way of score 
cards. Mr. Cook of South Dakota explains a 
most interesting and meritorious system in use in 
his state. 

It remains for Katherine Taylor Cranor to pre¬ 
sent the first self scoring card for the supervisor 
as an aid to efficiency in school work. It offers 
to each one upon whom the mantle of supervi¬ 
sion has fallen food for thought. It must pro¬ 
voke any thinking person to a critical evaluation 
of himself and his work. The six main topics 
covered are in substance as follows: 

1. Educational, social, and personal qualifica¬ 
tions : These include liberal education, tact, tol¬ 
erance, poise, appearance, disposition, leadership, 
loyalty, ability to speak in public, patience, 260 
points. 

2. Course of study: Cooperation in making it, 
ability to interpret it, 140 points. 


122 


PENMANSHIP 


3. Relationship to teachers: Wise selection, 
consideration of health of teachers, growth, self 
improvement, initiative, effect on their lives, com¬ 
munity needs, 200 points. 

4. Duty toward instruction: Visiting classes, 
300 points. 

5. Attention to details: Text books, demon¬ 
strations, routine, 50 points. 

6. Publicity, 50 points. 

Total , 1,000 points. 

THE BEST QUALIFIED SUPERVISOR 

Is it too much to say that the best qualified, 
the best prepared penmanship supervisor is the 
one that shares responsibility, is broad visioned, 
has both hand and heart culture, is helpful, cour¬ 
ageous, and who still retains the human touch 
and most rapidly makes himself unnecessary to 
the teacher? 


BIBLIOGRAPHY 


American Penman (Austin Norman Palmer, Editor), a 
monthly publication. A. N. Palmer Publishing Co., 
New York City. 

Ayres, Dr. Leonard P., A Scale for Measuring the Hand - 
writing of Adults. Division of Education, Russell 
Sage Foundation. New York City, 1915. 

Business Educator, a monthly publication, Columbus, O. 

Course of Study Monographs, Elementary Schools, No. 
5, Penmanship. Berkeley, California, 1921. 

Course of Study, Syllabus in Penmanship, as adopted by 
the Board of Education, City of New York, Park 
Avenue and 59th Street, New York, 1921. 

Course of Study, Handwriting, by Administrative Depart¬ 
ment, Colorado Springs Public Schools, Colorado 
Springs, Colorado, 1921. 

Daugherty, Mary L., “History of the Teaching of Hand¬ 
writing in America,” Elementary School Journal, De¬ 
cember, 1917. 

Edson, Andrew W., Associate City Superintendent, New 
York, Muscular Movement in Its Practical Applicar 
tion. A. N. Palmer Publishing Co., New York, 1910. 

Freeman and Daugherty, How to Teach Handwriting. 
Houghton, Mifflin Co., Boston, 1923. 

Freeman, Frank Nugent, The Teaching of Handwriting, 
Houghton, Mifflin Co., Boston, 1914. 

-“Present Day Issues in the Teaching of Hand¬ 
writing,” Elementary School Journal, Sept., 1923. 



124 


BIBLIOGRAPHY 


French, W. L., Psychology of Handwriting. Putnam, 
New York, 1914. 

Gray, Clarence Freeman, A Score Card for the Measure¬ 
ment of Handwriting. The University, Austin, Tex., 
1915. 

Hiles, Leta Severance, and Lorenz, Marian S., Course of 
Study, Long Beach Public Schools, Long Beach, Cal¬ 
ifornia, 1923. 

Lister, C. C., Muscular Movement Writing, Advanced 
Book. The Macmillan Company, New York, 1919. 

- What I Saw in a Writing Class. A. N. Palmer 

Publishing Co., New York, 1912. 

- Writing Lessons in the Primary Grades and 

Teachers’ Guide to Writing Lessons in Primary 
Grades. A. N. Palmer Publishing Co., New York, 
1912. 

Meleney, Dr. Clarence E., Associate City Superintendent, 
New York City, Observation on the Teaching of Pen¬ 
manship in the Elementary Schools. A. N. Palmer 
Publishing Co., New York, 1911. 

Mills, Edward Clarence, Business Penmanship. American 
Book Co., New York, 1916. 

Palmer, Austin Norman, Palmer Method. A. N. Palmer 
Publishing Co., New York, 1921. 

- Penmanship Pointers, a bi-monthly magazine. 

A. N. Palmer Publishing Co., New' York. 

- Palmer Penmanship Budget. A. N. Palmer Pub¬ 
lishing Co., New York, 1915. 

Shouse, J. B., “Obstacles to Good Handwriting,” Elemen¬ 
tary School Journal, December, 1923. 

Smith, Albert J., Applied Graphology. The Gregg Pub¬ 
lishing Co., New York, 1920. 






BIBLIOGRAPHY 


125 


Snesrud, J. M., Handwriting Efficiency in Junior and Sen¬ 
ior High Schools. The Gregg Publishing Co., New 
York, 1921. 

Spencerian Authors. Ivison, Blakeman, Taylor & Co., 
New York, 1874. 

Starch, Dr. Daniel, Educational Measurements. The Mac¬ 
millan Company, New York, 1916. 

- Educational Psychology, The Macmillan Com¬ 
pany, New York, 1919. 

Stryker, J. A., “Normal School Penmanship.” Paper read 
before the National Association of Penmanship Su¬ 
pervisors, Chicago, 1914. 

The i8th Year Book of the National Society for the Study 
of Education , Part II. Public School Publishing Co., 
Bloomington, Ill., 1919. 

Thompson, Mary Elizabeth, Psychology and Pedagogy of 
Writing. Warwick & York, Baltimore, 1911. 

Thompson, O. S., Thompson’s New Penmanship, Teach¬ 
ers’ Manual. Privately printed, Monrovia, Califor¬ 
nia, 1915. 

Taylor, Dr. Joseph S., District Superintendent, New 
York City, Educational Value of Muscular Movement 
Writing. A. N. Palmer Publishing Co., New York, 
1910. 

Zaner, C. P., Zaner Method Manual 144. Zaner & Blos- 
er Publishing Co., Columbus, Ohio, 1915. 

- Blackboard Writing. Zaner & Bloser Publishing 

Co., Columbus, Ohio, 1911. 




INDEX 


Accuracy, Penmanship an aid to, 
32 

Alphabet, 76 
Association, Laws of, 41 
Athletics, Penmanship as corre¬ 
lated with, 15; Dr. Gu lick’s 
rules, 32; relation to pen¬ 
manship, 33 
Awards, 83 

Blackboard, Kind and use of, 63; 
as a teacher, 64; gives cour¬ 
age to poor writers, 65; points 
to be observed in lessons on, 
65, 67 

Blackboard procedure for all 
grades, 73, 75 
Blotter, Use of, 70 
Boice, quoted, 121 

Chamberlain, Quotation, 32 
Clews, Henry, Statement of, 9 
Coffman, Lotus D., quoted, 113 
Colonel Parker, Quotation, 57 
Commercial schools, Success of, 45 
Commercialization of penmanship, 
9 

Comprehensive Physical Culture, 
Rules for good bearing quot¬ 
ed from, 22 

Conventions, Obedience to, en¬ 
couraged, 13 
Cook, quoted, 121 
Cooperation of all officials and 
departments necessary, 58, 59 
Correlation of penmanship with 
other subjects, 57 
Counting, 83 


Count, correct, Movement regu¬ 
lated by, 24 

Cranor, Katherine Taylor, quoted, 

121 

Credit evaluation, 50 

Dictation, 83 

Elliott, quoted, 121 
Eyesight, Conservation of, 47 

Figures, 75 
Folders, 68 

Good writing, worth while, 11 
Good writing a time saver, 12 
Good writing, Confidence estab¬ 
lished through, 13 
Grade, First, 86; nature and dif¬ 
ficulty of problem, 87, 88; 
aim, 88; material, 89; length 
of lesson, 89; demonstration, 
89; distribution of time, 90; 
names, 90; Z group, 90 
Grade, Second, 91; conditions 
necessary for laying correct 
foundation, 91; results based 
upon use of correct habit, 92; 
board work, 92; posture, 92; 
aim, 93; material, 93; length 
of lesson, 94; demonstration 
94; Z group, 94; distribution 
of time to subject matter, 
94; headings, 94 

Grade, Third, 95; ability of, 95; 
Dr. Ayres, quoted, on legi¬ 
bility, 95; reviews, 96; aim, 


INDEX 


127 


96; material, 97; length of 
lesson, 97; distribution of 
time, 97; heading, 97; sample, 
97, 98 

Grade, Fourth, 98; demand met 
by, 98; aim, 98; materials, 
99; length of lesson, 97; dis¬ 
tribution of time, 99; head¬ 
ing, 99; sample, 100 

Grade, Fifth, 100; independent 
work may be expected of, 
100; aim, 101; material, 101; 
length of lesson, 101; distri¬ 
bution of time to subject 
matter, 102; heading, 102; 
sample, 102 

Grade, Sixth, 103; demand press¬ 
ing in, 103; object clear to 
pupils, 103; aim, 103 

Grade, Seventh, 104; quality 
equal to that of adults, 104; 
interest continued, 104; home 
practice of, 104, 105; musi¬ 
cal accompaniment, 105; cap¬ 
tains in, 105, 106; results, 
106; aim, 106; length of les¬ 
son, 106 

Grade, Eighth, 107; Practice 
maintained in, 107; practical 
aid of pupils in, 107; indi¬ 
viduality develops in, 108; 
habits important in, 108; aim, 
108; length of lesson, 108 

Group Plan most effective, 38 

Group Plan, Value of, 25; the 
working of, 26, 27, 28 

Habits, Correct maxims for, 39, 
40; new habit may discom¬ 
mode, 40 

Habits, Correct, established by 
repetition, 41 

Habits, good, Objectives in, 77 

High School, Junior, 109; Con¬ 
dition in, 109; ideals of, 109 


tool subjects in, 109; aim, 
109; material, 109; required 
subjects, 109; tests, 110; ap¬ 
plication, 110 

High School, Senior, 111; many 
unskilled in, 111; lack of 
preparation, 111; aim, 111; 
materials, 111; required sub¬ 
ject, 111; tests, 112 

Initial drafts, 11 
Ink, Kind, care of, 71 

James, on relaxation, quoted, 16 
James, Quotation on interest, 33 

Line Quality, 79 

McMurray, How to Study, 11 
McMurray, quoted, 62 
Manual arts, Penmanship as one, 
13 

Mastery, Pleasure and profit in, 
42 

Material, Economy of, 71; good, 
necessary, 47 

Maxwell, Henry, Study of efficien¬ 
cy by, 50 

Muscular movement a reformer, 

14 

Muscular movement, application 
to general writing, 42 
Muscular movement conserves 
time and energy, 45, 46; con¬ 
serves vision, 47; conserves 
health generally, 48 
Muscular movement defined, 43 
Muscular movement, universal 
method, 44 

Muscular movement, Utility of, 12 
Name-Cards, 75 

Paper, Economy of, 67; quality 
and ruling, 68 

Paper, How to move and slant, 
73 


128 


INDEX 


Parents, Influence of, 60 
Pencils, Kind, 68; Use of, by pri¬ 
mary pupils only, 69 
Penholder, kind, 70 
Penholders, position of, 21, 22 
Pens, Kind, care of, 69 
Plan, A general, 85 
Poor writing a handicap, 10 
Position, Correct, of hand, 20-21 
Posture, correct, Value of, 19; 

methods of obtaining, 19-20 
Posture, correct, Frequency of 
drill on, 20 

Practice, Results of thoughtless, 
33; frequency means econo¬ 
my, 34; concrete suggestions 
for preliminary, 34; content 
and length of period, 35, 36; 
effective leads to correct writ¬ 
ing habit, 37 
Progress lesson, 77, 78 

Rating, Value of, 120, 121 
Relaxation a necessary condition, 
16 

Relaxation of adults, 16 
Relaxation, Six methods of ob¬ 
taining, 17-18 
Review, Value of, 30 

Samples, Object of, 80; procedure 
and standards, 81 
Score card, Value of, 121 
Segregation, Value of, 78, 79 
Similarity of letter forms, recog¬ 
nition of, 30 

Slant, Correct, the result of cor¬ 
rect direction of movement, 
23 

Standards, Two sets of, 9 
Study, How to, 72; capitals, 72; 
words and sentences, 72 


Supervisor, defined, The best, 122 
Supervisor, Function of, 114 
Supervisor, Leadership a prime 
qualification, 114; prepara¬ 
tion and desirable personality 
necessary, 115, 116, 117; 

physical endurance and ap¬ 
pearance, 116; experience an 
aid to, 118; continual prep¬ 
aration necessary for, 118; aid 
in improving class room in¬ 
struction, 119; course of 
study and the, 119; value of 
tests recognized by, 119; abil¬ 
ity to demonstrate necessary 
for, 119; attention to routine 
matters, 120; service, 120 
Supervisor’s visit, Preparation of 
teacher for, 81, 82 

Teacher, Duty of, 52; qualifica¬ 
tions of, 53; as psychologists, 
54; as demonstrators, 55; 
best proof of a good, 55; 
personal influence of, 56; as 
an inspiration, 56 
Technique necessary, 51 
Test, A satisfactory, 61, 62 
Tests, Application of standard, 76; 

endurance, 76 
Tests, standard, Use of, 84 
Theorist, defined, A, 52 
Time, Economy of, 48, 49; a 
computation on, 50 
Timepiece, Use of, 83 
Typewriter, Use of, 9 

Visualization, Correct, 28; prin¬ 
ciple of multiple impression, 
29 

Visualization, Rules for effective, 

31 

Z Group, 77 




































































































































































































































































































































































